A Correlation of

Precalculus Enhanced with Graphing Utilities

Texas Edition, ©2015

To the

Texas Essential Knowledge and Skills (TEKS) for Pre-Calculus

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Subject

Subchapter

Course

Publisher

Program Title

Program ISBN

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

Precalculus: Enhanced with Graphing Utilities, Texas Edition

Correlations to the Texas Essential Knowledge and Skills (TEKS): Student Material

Chapter 111. Mathematics

Subchapter C. High School

§111.42. Precalculus, Adopted 2012 (One-Half to One Credit).

Pearson Education, Inc., publishing as Prentice Hall

(4) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and Skills.

9781269614092

(a) General requirements. Students shall be awarded one-half to one credit for successful completion of this course. Prerequisites: Algebra I, Geometry, and Algebra II.

(b) Introduction.

(1) The desire to achieve educational excellence is the driving force behind the Texas essential knowledge and skills for mathematics, guided by the college and career readiness standards. By embedding statistics, probability, and finance, while

focusing on fluency and solid understanding, Texas will lead the way in mathematics education and prepare all Texas students for the challenges they will face in the 21st century.

(2) The process standards describe ways in which students are expected to engage in the content. The placement of the process standards at the beginning of the knowledge and skills listed for each grade and course is intentional. The process

standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. The process standards are integrated at every grade level and course. When

possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution,

justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Students will select appropriate tools such as real objects, manipulatives, paper and pencil, and technology and techniques such as mental math,

estimation, and number sense to solve problems. Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, and language. Students will use

mathematical relationships to generate solutions and make connections and predictions. Students will analyze mathematical relationships to connect and communicate mathematical ideas. Students will display, explain, or justify mathematical ideas and

arguments using precise mathematical language in written or oral communication.

(3) Precalculus is the preparation for calculus. The course approaches topics from a function point of view, where appropriate, and is designed to strengthen and enhance conceptual understanding and mathematical reasoning used when modeling and

solving mathematical and real-world problems. Students systematically work with functions and their multiple representations. The study of Precalculus deepens students' mathematical understanding and fluency with algebra and trigonometry and

extends their ability to make connections and apply concepts and procedures at higher levels. Students investigate and explore mathematical ideas, develop multiple strategies for analyzing complex situations, and use technology to build

understanding, make connections between representations, and provide support in solving problems.

Page 1 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(A) apply mathematics to

problems arising in everyday

life, society, and the

workplace

(i) apply mathematics to

problems arising in everyday

lifeInstruction 9781269614092 75 Example 4

Activity 9781269614092 17 Problem 110

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(A) apply mathematics to

problems arising in everyday

life, society, and the

workplace

(ii) apply mathematics to

problems arising in society

Instruction 9781269614092 296 Example 10

Activity 9781269614092 300 Problem 124

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(A) apply mathematics to

problems arising in everyday

life, society, and the

workplace

(iii) apply mathematics to

problems arising in the

workplaceInstruction 9781269614092 99-100 Example 4

Activity 9781269614092 335 Problem 1

Page 2 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(B) use a problem-solving

model that incorporates

analyzing given information,

formulating a plan or

strategy, determining a

solution, justifying the

solution, and evaluating the

problem-solving process and

the reasonableness of the

solution

(i) use a problem-solving

model that incorporates

analyzing given information,

formulating a plan or

strategy, determining a

solution, justifying the

solution, and evaluating the

problem-solving process

Instruction 9781269614092 131-132 Example 2

Activity 9781269614092 870 Problem III Surveys

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(B) use a problem-solving

model that incorporates

analyzing given information,

formulating a plan or

strategy, determining a

solution, justifying the

solution, and evaluating the

problem-solving process and

the reasonableness of the

solution

(ii) use a problem-solving

model that incorporates

analyzing given information,

formulating a plan or

strategy, determining a

solution, justifying the

solution, and evaluating the

reasonableness of the

solution

Instruction 9781269614092 514-515 Example 10

Activity 9781269614092 127 Problem 8

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(C) select tools, including

real objects, manipulatives,

paper and pencil, and

technology as appropriate,

and techniques, including

mental math, estimation, and

number sense as

appropriate, to solve

problems

(i) select tools, including real

objects as appropriate, to

solve problems

Instruction 9781269614092 858-859 Example 3

Activity 9781269614092 197 Problem 122

Page 3 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(C) select tools, including

real objects, manipulatives,

paper and pencil, and

technology as appropriate,

and techniques, including

mental math, estimation, and

number sense as

appropriate, to solve

problems

(ii) select tools, including

manipulatives as

appropriate, to solve

problems

Instruction 9781269614092 858-859 Example 3

Activity 9781269614092 865 Problem 17

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(C) select tools, including

real objects, manipulatives,

paper and pencil, and

technology as appropriate,

and techniques, including

mental math, estimation, and

number sense as

appropriate, to solve

problems

(iii) select tools, including

paper and pencil as

appropriate, to solve

problems

Instruction 9781269614092 104 Section 1

Activity 9781269614092 17 Problem 115

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(C) select tools, including

real objects, manipulatives,

paper and pencil, and

technology as appropriate,

and techniques, including

mental math, estimation, and

number sense as

appropriate, to solve

problems

(iv) select tools, including

technology as appropriate, to

solve problems

Instruction 9781269614092 239 Example 3

Activity 9781269614092 701 Problem 4

Page 4 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(C) select tools, including

real objects, manipulatives,

paper and pencil, and

technology as appropriate,

and techniques, including

mental math, estimation, and

number sense as

appropriate, to solve

problems

(v) select techniques,

including mental math as

appropriate, to solve

problems

Instruction 9781269614092 10 “Procedures That Result in Equivalent Equations”

Activity 9781269614092 506 Problem 1

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(C) select tools, including

real objects, manipulatives,

paper and pencil, and

technology as appropriate,

and techniques, including

mental math, estimation, and

number sense as

appropriate, to solve

problems

(vi) select techniques

including estimation as

appropriate, to solve

problems

Instruction 9781269614092 900-901 Example 1

Activity 9781269614092 903 Problem 6

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(C) select tools, including

real objects, manipulatives,

paper and pencil, and

technology as appropriate,

and techniques, including

mental math, estimation, and

number sense as

appropriate, to solve

problems

(vii) select techniques,

including number sense as

appropriate, to solve

problems

Instruction 9781269614092 161 Example 3

Activity 9781269614092 165 Problem 11

Activity 9781269614092 A30 Problem 138

Page 5 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(i) communicate

mathematical ideas using

multiple representations,

including symbols as

appropriate Instruction 9781269614092 233 Example 6

Activity 9781269614092 210 Problem 98

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(ii) communicate

mathematical ideas using

multiple representations,

including diagrams as

appropriate Instruction 9781269614092 161 Example 2

Activity 9781269614092 165 Problem 9

Activity 9781269614092 517 Problem 59

Instruction 9781269614092 162-163 Example 4

Instruction 9781269614092 509-510 Example 2

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(iii) communicate

mathematical ideas using

multiple representations,

including graphs as

appropriate Instruction 9781269614092 281-282 Example 9

Activity 9781269614092 438 Problem 1

Page 6 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(iv) communicate

mathematical ideas using

multiple representations,

including language as

appropriate Instruction 9781269614092 513 Example 8

Activity 9781269614092 552 Problem 60

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(v) communicate

mathematical reasoning

using multiple

representations, including

symbols as appropriate Instruction 9781269614092 233 Example 6

Activity 9781269614092 811 Problem 98

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(vi) communicate

mathematical reasoning

using multiple

representations, including

diagrams as appropriate Instruction 9781269614092 161 Example 2

Activity 9781269614092 166 Problem 15

Review 9781269614092 631 Problem 60

Instruction 9781269614092 162-163 Example 4

Instruction 9781269614092 509 Example 2

Page 7 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(vii) communicate

mathematical reasoning

using multiple

representations, including

graphs as appropriate Instruction 9781269614092 281-282 Example 9

Activity 9781269614092 127 Problem 5-6

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(viii) communicate

mathematical reasoning

using multiple

representations, including

language as appropriate Instruction 9781269614092 440 The Inverse Sine Function

Activity 9781269614092 697 Problem 60

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(ix) communicate

[mathematical ideas']

implications using multiple

representations, including

symbols as appropriate Instruction 9781269614092 333-334 Example 5

Activity 9781269614092 337 Problem 23

Page 8 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(x) communicate

[mathematical ideas']

implications using multiple

representations, including

diagrams as appropriate Instruction 9781269614092 319-320 Example 2

Activity 9781269614092 326-327 Problem 75

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(xi) communicate

[mathematical ideas']

implications using multiple

representations, including

graphs as appropriate Instruction 9781269614092 281-282 Example 9

Activity 9781269614092 701 Problem 4

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(xii) communicate

[mathematical ideas']

implications using multiple

representations, including

language as appropriate Instruction 9781269614092 440 Statement 4

Activity 9781269614092 79 Problem 37(d)

Page 9 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(xiii) communicate

[mathematical reasoning's]

implications using multiple

representations, including

symbols as appropriate Instruction 9781269614092 296 Example 10

Activity 9781269614092 326-327 Problem 75

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(xiv) communicate

[mathematical reasoning's]

implications using multiple

representations, including

diagrams as appropriate Instruction 9781269614092 319-320 Example 2

Activity 9781269614092 326-327 Problem 75

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(xv) communicate

[mathematical reasoning's]

implications using multiple

representations, including

graphs as appropriate Instruction 9781269614092 73 Example 2

Activity 9781269614092 56 Problem 6(d)

Activity 9781269614092 78-79 Problems 29, 36, 37

Instruction 9781269614092 75 Example 4

Instruction 9781269614092 281-282 Example 9

Page 10 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(xvi) communicate

[mathematical reasoning's]

implications using multiple

representations, including

language as appropriate Instruction 9781269614092 440 Statement 4

Activity 9781269614092 79 Problem 37(d)

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(E) create and use

representations to organize,

record, and communicate

mathematical ideas

(i) create representations to

organize mathematical ideasInstruction 9781269614092 845-846 Example 3

Activity 9781269614092 855 Problem 27

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(E) create and use

representations to organize,

record, and communicate

mathematical ideas

(ii) create representations to

record mathematical ideasInstruction 9781269614092 845 Example 3

Activity 9781269614092 855 Problem 29

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(E) create and use

representations to organize,

record, and communicate

mathematical ideas

(iii) create representations to

communicate mathematical

ideas Instruction 9781269614092 281-282 Example 9

Activity 9781269614092 127 Problems 5-6

Activity 9781269614092 397 Problem 136

Page 11 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(E) create and use

representations to organize,

record, and communicate

mathematical ideas

(iv) use representations to

organize mathematical ideasInstruction 9781269614092 845-846 Example 4

Activity 9781269614092 855 Problem 27

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(E) create and use

representations to organize,

record, and communicate

mathematical ideas

(v) use representations to

record mathematical ideasInstruction 9781269614092 845 Example 3

Activity 9781269614092 855 Problem 29

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(E) create and use

representations to organize,

record, and communicate

mathematical ideas

(vi) use representations to

communicate mathematical

ideas Instruction 9781269614092 281-282 Example 9

Activity 9781269614092 127 Problems 5-6

Activity 9781269614092 286 Problem 107(f)

Instruction 9781269614092 374-375

“Find the Exact Values of the Trigonometric

Functions of π/6 = 30° and π/3 = 60°” and

Example 6

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(F) analyze mathematical

relationships to connect and

communicate mathematical

ideas

(i) analyze mathematical

relationships to connect

mathematical ideas Instruction 9781269614092 544-545 Section 1

Activity 9781269614092 551 Problem 53

Page 12 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(F) analyze mathematical

relationships to connect and

communicate mathematical

ideas

(ii) analyze mathematical

relationships to communicate

mathematical ideas Instruction 9781269614092 162-163 Example 4

Activity 9781269614092 166 Problem 13

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(G) display, explain, and

justify mathematical ideas

and arguments using precise

mathematical language in

written or oral

communication

(i) display mathematical

ideas using precise

mathematical language in

written or oral

communication

Instruction 9781269614092 827 Section 1

Activity 9781269614092 830 Problem 31

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(G) display, explain, and

justify mathematical ideas

and arguments using precise

mathematical language in

written or oral

communication

(ii) display mathematical

arguments using precise

mathematical language in

written or oral

communication

Instruction 9781269614092 829 Example 3

Activity 9781269614092 830 Problem 31

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(G) display, explain, and

justify mathematical ideas

and arguments using precise

mathematical language in

written or oral

communication

(iii) explain mathematical

ideas using precise

mathematical language in

written or oral

communication

Instruction 9781269614092 259 Section 1 last paragraph

Activity 9781269614092 271 Problem 98

Page 13 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(G) display, explain, and

justify mathematical ideas

and arguments using precise

mathematical language in

written or oral

communication

(iv) explain mathematical

arguments using precise

mathematical language in

written or oral

communication

Instruction 9781269614092 514-515 Example 10

Activity 9781269614092 210 Problem 98

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(G) display, explain, and

justify mathematical ideas

and arguments using precise

mathematical language in

written or oral

communication

(v) justify mathematical ideas

using precise mathematical

language in written or oral

communication Instruction 9781269614092 514-515 Example 10

Activity 9781269614092 520 Problem 83

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(G) display, explain, and

justify mathematical ideas

and arguments using precise

mathematical language in

written or oral

communication

(vi) justify mathematical

arguments using precise

mathematical language in

written or oral

communication

Instruction 9781269614092 340 Example 2

Activity 9781269614092 352 Problem 16c

Page 14 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(A) use the composition of

two functions to model and

solve real-world problems

(i) use the composition of

two functions to model real-

world problems

Instruction 9781269614092 251 Section 1 PRiew

Activity 9781269614092 257 Problem 66

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(A) use the composition of

two functions to model and

solve real-world problems

(ii) use the composition of

two functions to solve real-

world problems

Instruction 9781269614092 251 Section 1

Activity 9781269614092 258 Problem 75

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(B) demonstrate that

function composition is not

always commutative

(i) demonstrate that function

composition is not always

commutative

Instruction 9781269614092 260 Example 1

Activity 9781269614092 268 Problem 13

Page 15 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(C) represent a given

function as a composite

function of two or more

functions

(i) represent a given function

as a composite function of

two or more functions

Instruction 9781269614092 255 Example 7

Activity 9781269614092 257 Problem 57

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(D) describe symmetry of

graphs of even and odd

functions

(i) describe symmetry of

graphs of even functions

Instruction 9781269614092 82 Example 1

Activity 9781269614092 89 Problem 21(d)

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(D) describe symmetry of

graphs of even and odd

functions

(ii) describe symmetry of

graphs of odd functions

Instruction 9781269614092 82 Example 1

Activity 9781269614092 89-90 Problem 25(d)

Page 16 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(E) determine an inverse

function, when it exists, for a

given function over its

domain or a subset of its

domain and represent the

inverse using multiple

representations

(i) determine an inverse

function, when it exists, for a

given function over its

domain or a subset of its

domain Instruction 9781269614092 262 Example 4

Activity 9781269614092 268 Problem 25

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(E) determine an inverse

function, when it exists, for a

given function over its

domain or a subset of its

domain and represent the

inverse using multiple

representations

(ii) represent the inverse

using multiple

representations

Instruction 9781269614092 261 Example 3

Activity 9781269614092 268 Problem 25

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(F) graph exponential,

logarithmic, rational,

polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions

(i) graph exponential

functions

Instruction 9781269614092 277 Example 4

Activity 9781269614092 284 Problem 41

Page 17 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(F) graph exponential,

logarithmic, rational,

polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions

(ii) graph logarithmic

functions

Instruction 9781269614092 292 Example 6

Activity 9781269614092 298 Problem 59

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(F) graph exponential,

logarithmic, rational,

polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions

(iii) graph rational functions

Instruction 9781269614092 217 Example 2

Activity 9781269614092 225 Problem 38

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(F) graph exponential,

logarithmic, rational,

polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions

(iv) graph polynomial

functions

Instruction 9781269614092 182 Example 2

Activity 9781269614092 194 Problem 35

Page 18 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(F) graph exponential,

logarithmic, rational,

polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions

(v) graph power functions

Instruction 9781269614092 182 Exploration

Activity 9781269614092 194 Problem 31

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(F) graph exponential,

logarithmic, rational,

polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions

(vi) graph trigonometric

functions

Instruction 9781269614092 415 Example 1

Activity 9781269614092 419 Problem 21

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(F) graph exponential,

logarithmic, rational,

polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions

(vii) graph inverse

trigonometric functions

Instruction 9781269614092 440-441 TheInverse Sine Function

Activity 9781269614092 458 Problems 82, 83, 84

Page 19 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(F) graph exponential,

logarithmic, rational,

polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions

(viii) graph piecewise defined

functions, including step

functions

Instruction 9781269614092 98 Graph Piecewise-defined Functions

Activity 9781269614092 102 Problem 53

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(i) graph functions, including

exponential functions, in

mathematical problems

Instruction 9781269614092 277 Example 4

Activity 9781269614092 284 Problem 41

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(ii) graph functions, including

exponential functions, in real-

world problems

Instruction 9781269614092 279 Section 3

Activity 9781269614092 286 Problem 108

Page 20 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(iii) graph functions, including

logarithmic functions, in

mathematical problems

Instruction 9781269614092 292 Example 6

Activity 9781269614092 299 Problem 113

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(iv) graph functions, including

logarithmic functions, in real-

world problems

Instruction 9781269614092 332 Section 4

Activity 9781269614092 300 Problem 125

Page 21 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(v) graph functions, including

sine functions, in

mathematical problems

Instruction 9781269614092 399 Example 1

Activity 9781269614092 410 Problem 43

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(vi) graph functions, including

sine functions, in real-world

problems

Instruction 9781269614092 922-923 Example 15

Activity 9781269614092 411 Problem 90

Page 22 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(vii) graph functions,

including cosine functions, in

mathematical problems

Instruction 9781269614092 401 Example 3

Activity 9781269614092 410 Problem 39

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(viii) graph functions,

including cosine functions, in

real-world problems

Instruction 9781269614092 923-925 Examples 16, 17, 18

Activity 9781269614092 919 Problems 9 and 10

Activity 9781269614092 926 Problem 14

Page 23 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(ix) graph functions, including

rational functions, in

mathematical problems

Instruction 9781269614092 217 Example 2

Activity 9781269614092 225 Problem 38

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(x) graph functions, including

rational functions, in real-

world problems

Instruction 9781269614092 914-916 Examples 8 and 9

Activity 9781269614092 226 Problem 57;

Activity 9781269614092 916 Problems 6 and 7

Page 24 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xi) graph functions, including

polynomial functions, in

mathematical problems

Instruction 9781269614092 182 Example 2

Review 9781269614092 352 Problem 9

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xii) graph functions,

including polynomial

functions, in real-world

problems

Instruction 9781269614092 192-193 Example 11

Activity 9781269614092 196 Problem 109, 110, 111

Page 25 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xiii) graph functions,

including power functions, in

mathematical problems

Instruction 9781269614092 183 Example 3

Activity 9781269614092 194 Problem 31

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xiv) graph functions,

including power functions, in

real-world problems

Instruction 9781269614092 909-910 Example 2

Activity 9781269614092 913 Problem 2

Page 26 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xv) graph functions,

including exponential

transformations, including

af(x) , for specific values of

a , in mathematical problems

Instruction 9781269614092 280 Example 6

Activity 9781269614092 284 Problem 58

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xvi) graph functions,

including exponential

transformations, including

af(x) , for specific values of

a , in real-world problems

Instruction 9781269614092 339 Example 1

Review 9781269614092 350 Problem 57

Page 27 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xvii) graph functions,

including logarithmic

transformations, including

af(x) , for specific values of

a , in mathematical problems

Instruction 9781269614092 310-311 Example 1

Activity 9781269614092 298 Problem 78

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xviii) graph functions,

including logarithmic

transformations, including

af(x) , for specific values of

a , in real-world problems

Instruction 9781269614092 291 Graph Logarithmic Functions

Activity 9781269614092 298 Problem 76

Page 28 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xix) graph functions,

including sine

transformations, including

af(x) , for specific values of

a , in mathematical problems

Instruction 9781269614092 404 Example 4

Activity 9781269614092 410 Problem 51

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xx) graph functions,

including sine

transformations, including

af(x) , for specific values of

a , in real-world problems

Instruction 9781269614092 922-923 Example 15

Activity 9781269614092 411 Problems 87, 88, 89, 90

Page 29 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxi) graph functions,

including cosine

transformations, including

af(x) , for specific values of

a , in mathematical problems

Instruction 9781269614092 406-407 Example 7

Activity 9781269614092 410 Problem 44

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxii) graph functions,

including cosine

transformations, including

af(x) , for specific values of

a , in real-world problems

Instruction 9781269614092 923 Example 16

Activity 9781269614092 926 Problems 14-16

Page 30 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxiii) graph functions,

including rational

transformations, including

af(x) , for specific values of

a , in mathematical problems

Instruction 9781269614092 218 Example 3

Activity 9781269614092 225 Problem 43

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxiv) graph functions,

including rational

transformations, including

af(x) , for specific values of

a , in real-world problems

Instruction 9781269614092 218 Example 3

Activity 9781269614092 226 Problem 56

Page 31 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxv) graph functions,

including polynomial

transformations, including

af(x) , for specific values of

a , in mathematical problems

Instruction 9781269614092 183 Example 3

Activity 9781269614092 194 Problem 30

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxvi) graph functions,

including polynomial

transformations, including

af(x) , for specific values of

a , in real-world problems

Instruction 9781269614092 192 Example 11

Activity 9781269614092 196 Problem 109

Page 32 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxvii) graph functions,

including power

transformations, including

af(x) , for specific values of

a , in mathematical problems

Instruction 9781269614092 183 Example 3

Activity 9781269614092 194 Problem 31

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxviii) graph functions,

including power

transformations, including

af(x) , for specific values of

a , in real-world problems

Instruction 9781269614092 910-911 Example 3

Activity 9781269614092 913 Problem 3

Page 33 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxix) graph functions,

including exponential

transformations, including

f(x) + d , for specific values of

d, in mathematical problems

Instruction 9781269614092 278 Example 5

Activity 9781269614092 284 Problem 47

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxx) graph functions,

including exponential

transformations, including

f(x) + d , for specific values of

d , in real-world problems

Instruction 9781269614092 916-917 Example 10

Activity 9781269614092 287 Problem 124

Page 34 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxxi) graph functions,

including logarithmic

transformations, including

f(x) + d , for specific values of

d , in mathematical problems

Instruction 9781269614092 291 Example Graphing Logarithmic Functions

Activity 9781269614092 298 Problem 73

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxxii) graph functions,

including logarithmic

transformations, including

f(x) + d , for specific values of

d , in real-world problems

Instruction 9781269614092 917-918 Example 11

Activity 9781269614092 919 Problem 10

Page 35 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxxiii) graph functions,

including sine

transformations, including

f(x) + d , for specific values of

d , in mathematical problems

Instruction 9781269614092 921-922 Example 14

Activity 9781269614092 410 Problem 50

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxxiv) graph functions,

including sine

transformations, including

f(x) + d , for specific values of

d , in real-world problems

Instruction 9781269614092 922-923 Example 15

Activity 9781269614092 412 Problem 93

Page 36 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxxv) graph functions,

including cosine

transformations, including

f(x) + d , for specific values of

d , in mathematical problems

Instruction 9781269614092 406 Example 7

Activity 9781269614092 410 Problem 57

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxxvi) graph functions,

including cosine

transformations, including

f(x) + d , for specific values of

d , in real-world problems

Instruction 9781269614092 925 Example 18

Activity 9781269614092 926 Problems 15 and 16

Page 37 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxxvii) graph functions,

including rational

transformations, including

f(x) + d , for specific values of

d , in mathematical problems

Instruction 9781269614092 218 Example 3

Activity 9781269614092 225 Problem 38

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxxviii) graph functions,

including rational

transformations, including

f(x) + d , for specific values of

d , in real-world problems

Instruction 9781269614092 233 Example 6

Activity 9781269614092 235 Problem 51

Page 38 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxxix) graph functions,

including polynomial

transformations, including

f(x) + d , for specific values of

d , in mathematical problems

Instruction 9781269614092 108 Example 3

Activity 9781269614092 194 Problem 35

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xl) graph functions, including

polynomial transformations,

including f(x) + d , for specific

values of d , in real-world

problems

Instruction 9781269614092 909-910 Example 2

Activity 9781269614092 196 Problem 112

Page 39 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xli) graph functions,

including power

transformations, including

f(x) + d , for specific values of

d , in mathematical problems

Instruction 9781269614092 182 Example 2

Activity 9781269614092 194 Problems 29-30

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xlii) graph functions,

including power

transformations, including

f(x) + d , for specific values of

d , in real-world problems

Instruction 9781269614092 909-910 Example 2

Activity 9781269614092 913 Problem 2

Page 40 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xliii) graph functions,

including exponential

transformations, including f(x

- c) , for specific values of c ,

in mathematical problems

Instruction 9781269614092 281 Example 7

Activity 9781269614092 284 Problem 63

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xliv) graph functions,

including exponential

transformations, including f(x

- c) , for specific values of c ,

in real-world problems

Instruction 9781269614092 916-917 Example 10

Activity 9781269614092 919 Problems 8-9

Page 41 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xlv) graph functions,

including logarithmic

transformations, including f(x

- c) , for specific values of c ,

in mathematical problems

Instruction 9781269614092 292-293 Example 6

Activity 9781269614092 298 Problem 71

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xlvi) graph functions,

including logarithmic

transformations, including f(x

- c) , for specific values of c ,

in real-world problems

Instruction 9781269614092 919 Example 13

Activity 9781269614092 300 Problem 125

Activity 9781269614092 920 Problem 11

Page 42 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xlvii) graph functions,

including sine

transformations, including f(x

- c) , for specific values of c ,

in mathematical problems

Instruction 9781269614092 428 Example 5

Activity 9781269614092 429 Problem 13

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xlviii) graph functions,

including sine

transformations, including f(x

- c) , for specific values of c ,

in real-world problems

Instruction 9781269614092 425-426 Example 3

Activity 9781269614092 429 Problem 29

Page 43 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xlix) graph functions,

including cosine

transformations, including f(x

- c) , for specific values of c ,

in mathematical problems

Instruction 9781269614092 423 Example 2

Activity 9781269614092 429 Problem 5

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(l) graph functions, including

cosine transformations,

including f(x - c), for specific

values of c , in real-world

problems

Instruction 9781269614092 924 Example 17

Activity 9781269614092 926 Problem 16

Page 44 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(li) graph functions, including

rational transformations,

including f(x - c) , for specific

values of c , in mathematical

problems

Instruction 9781269614092 218 Example 3

Activity 9781269614092 225 Problem 36

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lii) graph functions, including

rational transformations,

including f(x - c) , for specific

values of c , in real-world

problems

Instruction 9781269614092 914-915 Example 8

Activity 9781269614092 115 Problem 88(b)

Page 45 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(liii) graph functions,

including polynomial

transformations, including f(x

- c) , for specific values of c ,

in mathematical problems

Instruction 9781269614092 149 Example 1

Activity 9781269614092 156 Problem 21

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(liv) graph functions,

including polynomial

transformations, including f(x

- c) , for specific values of c ,

in real-world problems

Instruction 9781269614092 192-193 Example 11

Activity 9781269614092 196 Problem 112

Page 46 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lv) graph functions, including

power transformations,

including f(x - c) , for specific

values of c , in mathematical

problems

Instruction 9781269614092 182-183 Examples 2.3

Activity 9781269614092 194 Problems 27-28

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lvi) graph functions,

including power

transformations, including f(x

- c) , for specific values of c ,

in real-world problems

Instruction 9781269614092 911-912 Example 4

Activity 9781269614092 115 Problem 88

Activity 9781269614092 926 Problem 15

Page 47 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lvii) graph functions,

including exponential

transformations, including

f(bx) for specific values of b ,

in mathematical problems

Instruction 9781269614092 280 Example 6

Activity 9781269614092 315 Problem 46

Activity 9781269614092 284 Problems 59-60

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lviii) graph functions,

including exponential

transformations, including

f(bx) for specific values of b ,

in real-world problems

Instruction 9781269614092 281-282 Example 9

Activity 9781269614092 286 Problem 107

Page 48 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lix) graph functions,

including logarithmic

transformations, including

f(bx) for specific values of b ,

in mathematical problems

Instruction 9781269614092 292-293 Example 6

Activity 9781269614092 298 Problem 77

Instruction 9781269614092 293-294 Example 7

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lx) graph functions, including

logarithmic transformations,

including f(bx) for specific

values of b , in real-world

problems

Instruction 9781269614092 330 Example 3

Activity 9781269614092 335 Problem 3

Activity 9781269614092 920 Problem 12

Instruction 9781269614092 918 Example 12

Page 49 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxi) graph functions,

including sine

transformations, including

f(bx) for specific values of b ,

in mathematical problems

Instruction 9781269614092 404-405 Example 5

Activity 9781269614092 410 Problem 40

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxii) graph functions,

including sine

transformations, including

f(bx) for specific values of b ,

in real-world problems

Instruction 9781269614092 404-405 Example 5

Activity 9781269614092 412 Problem 93

Instruction 9781269614092 922-923 Example 15

Page 50 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxiii) graph functions,

including cosine

transformations, including

f(bx) for specific values of b ,

in mathematical problems

Instruction 9781269614092 406-407 Example 7

Activity 9781269614092 410 Problem 45

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxiv) graph functions,

including cosine

transformations, including

f(bx) for specific values of b ,

in real-world problems

Instruction 9781269614092 923 Example 16

Activity 9781269614092 926 Problems 15 and 16

Page 51 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxv) graph functions,

including rational

transformations, including

f(bx) for specific values of b ,

in mathematical problems

Instruction 9781269614092 110 Example 5

Activity 9781269614092 225 Problems 34, 35, 36, 39, 41, 42

Instruction 9781269614092 914 Example 7

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxvi) graph functions,

including rational

transformations, including

f(bx) for specific values of b ,

in real-world problems

Instruction 9781269614092 233 Example 6(b)

Activity 9781269614092 235 Problems 50, 51

Page 52 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxvii) graph functions,

including polynomial

transformations, including

f(bx) for specific values of b ,

in mathematical problems

Instruction 9781269614092 189-190 Example 9

Activity 9781269614092 195 Problem 71

Activity 9781269614092 914 Problem 5

Instruction 9781269614092 912-913 Example 6

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxviii) graph functions,

including polynomial

transformations, including

f(bx) for specific values of b ,

in real-world problems

Instruction 9781269614092 192-193 Example 11

Activity 9781269614092 196 Problem 110c

Page 53 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxix) graph functions,

including power

transformations, including

f(bx) for specific values of b ,

in mathematical problems

Instruction 9781269614092 909 Example 1

Activity 9781269614092 913 Problem 1

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxx) graph functions, power

transformations, including

f(bx) for specific values of b ,

in real-world problems

Instruction 9781269614092 910-911 Example 3(b)

Activity 9781269614092 115 Problem 88

Activity 9781269614092 913 Problem 3(b)

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(H) graph arcsin x and

arccos x and describe the

limitations on the domain

(i) graph arcsin x

Instruction 9781269614092 441-442 Example 1

Activity 9781269614092 450 Problem 19

Page 54 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(H) graph arcsin x and

arccos x and describe the

limitations on the domain

(ii) graph arccos x

Instruction 9781269614092 446 Example 6

Activity 9781269614092 450 Problem 23

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(H) graph arcsin x and

arccos x and describe the

limitations on the domain

(iii) describe the limitations

on the domain

Instruction 9781269614092 445 Figure 13 * bottom of page

Activity 9781269614092 451 Problem 55

Page 55 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(i) determine the key features

of exponential functions

Instruction 9781269614092 273 Example 2

Activity 9781269614092 283 Problem 27

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(ii) determine the key

features of logarithmic

functions

Instruction 9781269614092 290 Example 5

Activity 9781269614092 298 Problem 71

Page 56 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(iii) determine the key

features of rational functions

Instruction 9781269614092 229 Example 2

Activity 9781269614092 234 Problem 15

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(iv) determine the key

features of polynomial

functions

Instruction 9781269614092 191 Example 10

Review 9781269614092 352 Problem 11

Page 57 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(v) determine the key

features of power functions

Instruction 9781269614092 181 Exploration

Activity 9781269614092 194 Problem 31

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(vi) determine the key

features of trigonometric

functions

Instruction 9781269614092 404-405 Example 5

Activity 9781269614092 410 Problem 37

Page 58 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(vii) determine the key

features of inverse

trigonometric functions

Instruction 9781269614092 447 Example 8

Activity 9781269614092 451 Problem 37

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(viii) determine the key

features of piecewise defined

functions, including step

functions

Instruction 9781269614092 98 Example 3

Activity 9781269614092 100 Problem 29

Page 59 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(ix) analyze the key features

of exponential functions

Instruction 9781269614092 273 Example 2

Activity 9781269614092 283 Problem 27

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(x) analyze the key features

of logarithmic functions

Instruction 9781269614092 290 Example 5

Activity 9781269614092 298 Problem 71

Page 60 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(xi) analyze the key features

of rational functions

Instruction 9781269614092 229 Example 2

Activity 9781269614092 234 Problem 15

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(xii) analyze the key features

of polynomial functions

Instruction 9781269614092 192 Example 10

Review 9781269614092 352 Problem 11

Page 61 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(xiii) analyze the key features

of power functions

Instruction 9781269614092 273 Example 2

Activity 9781269614092 283 Problem 27

Activity 9781269614092 194 Problems 27-40

Instruction 9781269614092 181-183 Summary Boxes, Example 2, Example 3

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(xiv) analyze the key features

of trigonometric functions

Instruction 9781269614092 404-405 Example 5

Activity 9781269614092 410 Problem 37

Page 62 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(xv) analyze the key features

of inverse trigonometric

functions

Instruction 9781269614092 447 Example 8

Activity 9781269614092 451 Problem 37

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(xvi) analyze the key features

of piecewise defined

functions, including step

functions

Instruction 9781269614092 97-98 Greatest Integer Function

Activity 9781269614092 101 Problem 39

Page 63 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(i) analyze end behavior of

functions, including

exponential functions, using

infinity notation to

communicate this

characteristic in

mathematical problems

Instruction 9781269614092 275-277 Example 3, 4

Activity 9781269614092 285 93, 94

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(ii) analyze end behavior of

functions, including

exponential functions, using

infinity notation to

communicate this

characteristic in real-world

problems

Instruction 9781269614092 281-282 Example 9

Activity 9781269614092 286 106

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(iii) analyze end behavior of

functions, including

logarithmic functions, using

infinity notation to

communicate this

characteristic in

mathematical problems

Instruction 9781269614092 291 “Graph Logarithmic Functions” section

Activity 9781269614092 299 Problems 111, 112

Page 64 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(iv) analyze end behavior of

functions, including

logarithmic functions, using

infinity notation to

communicate this

characteristic in real-world

problems

Instruction 9781269614092 917-918 Example 11(b)

Activity 9781269614092 919 Problem 10

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(v) analyze end behavior of

functions, including rational

functions, using infinity

notation to communicate this

characteristic in

mathematical problems Instruction 9781269614092 221 Example 5

Activity 9781269614092 226 Problem 55

Page 65 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(vi) analyze end behavior of

functions, including rational

functions, using infinity

notation to communicate this

characteristic in real-world

problems Instruction 9781269614092 912 Example 5

Activity 9781269614092 226 Problems 55, 56

Instruction 9781269614092 914-915 Example 8(b)

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(vii) analyze end behavior of

functions, including

polynomial functions, using

infinity notation to

communicate this

characteristic in

mathematical problems

Instruction 9781269614092 187-188 End Behavior

Activity 9781269614092 194 Problem 49(d)

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(viii) analyze end behavior of

functions, including

polynomial functions, using

infinity notation to

communicate this

characteristic in real-world

problems

Instruction 9781269614092 193 Immediately following Example 11

Activity 9781269614092 196 Problem 109

Page 66 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(ix) analyze end behavior of

functions, including power

functions, using infinity

notation to communicate this

characteristic in

mathematical problems Instruction 9781269614092 181-182 Explorations

Activity 9781269614092 193 Problem 12

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(x) analyze end behavior of

functions, including power

functions, using infinity

notation to communicate this

characteristic in real-world

problems Instruction 9781269614092 910-911 Example 3(a)

Activity 9781269614092 913 Problem 3(a)

Page 67 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xi) describe end behavior of

functions, including

exponential functions, using

infinity notation to

communicate this

characteristic in

mathematical problems

Instruction 9781269614092 275-276 Example 3

Activity 9781269614092 285 Problems 93, 94

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xii) describe end behavior of

functions, including

exponential functions, using

infinity notation to

communicate this

characteristic in real-world

problems

Instruction 9781269614092 281-282 Example 9

Activity 9781269614092 286 Problem 106

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xiii) describe end behavior

of functions, including

logarithmic functions, using

infinity notation to

communicate this

characteristic in

mathematical problems

Instruction 9781269614092 291 “Graph Logarithmic Functions”

Activity 9781269614092 299 111, 112

Page 68 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xiv) describe end behavior

of functions, including

logarithmic functions, using

infinity notation to

communicate this

characteristic in real-world

problems

Instruction 9781269614092 917-918 Example 11(b)

Activity 9781269614092 919 Problem 10

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xv) describe end behavior of

functions, including rational

functions, using infinity

notation to communicate this

characteristic in

mathematical problems Instruction 9781269614092 221-222 Example 5

Activity 9781269614092 226 Problem 55

Page 69 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xvi) describe end behavior

of functions, including

rational functions, using

infinity notation to

communicate this

characteristic in real-world

problems

Instruction 9781269614092 912 Example 5

Activity 9781269614092 226 Problems 55, 56

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xvii) describe end behavior

of functions, including

polynomial functions, using

infinity notation to

communicate this

characteristic in

mathematical problems

Instruction 9781269614092 188 Figure 12

Activity 9781269614092 194 Problem 49(d)

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xviii) describe end behavior

of functions, including

polynomial functions, using

infinity notation to

communicate this

characteristic in real-world

problems

Instruction 9781269614092 193 Immediately following Example 11

Activity 9781269614092 196 Problem 109

Page 70 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xix) describe end behavior

of functions, including power

functions, using infinity

notation to communicate this

characteristic in

mathematical problems Instruction 9781269614092 181-182 Explorations

Activity 9781269614092 193 Problem 12

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xx) describe end behavior of

functions, including power

functions, using infinity

notation to communicate this

characteristic in real-world

problems Instruction 9781269614092 910-911 Example 3

Activity 9781269614092 913 Problem 3

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(K) analyze characteristics

of rational functions and the

behavior of the function

around the asymptotes,

including horizontal, vertical,

and oblique asymptotes

(i) analyze characteristics of

rational functions

Instruction 9781269614092 229 Example 2

Page 71 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

Activity 9781269614092 234 Problem 15

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(K) analyze characteristics

of rational functions and the

behavior of the function

around the asymptotes,

including horizontal, vertical,

and oblique asymptotes

(ii) analyze the behavior of

the function around the

asymptotes, including

horizontal asymptotes

Instruction 9781269614092 223 Example 7

Activity 9781269614092 234 Problem 43

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(K) analyze characteristics

of rational functions and the

behavior of the function

around the asymptotes,

including horizontal, vertical,

and oblique asymptotes

(iii) analyze the behavior of

the function around the

asymptotes, including

vertical asymptotes

Instruction 9781269614092 227-228 Example 1

Activity 9781269614092 235 Problem 49

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(K) analyze characteristics

of rational functions and the

behavior of the function

around the asymptotes,

including horizontal, vertical,

and oblique asymptotes

(iv) analyze the behavior of

the function around the

asymptotes, including

oblique asymptotes

Instruction 9781269614092 229 Example 2

Activity 9781269614092 234 Problem 45

Page 72 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(L) determine various types

of discontinuities in the

interval (-∞, ∞) as they relate

to functions and explore the

limitations of the graphing

calculator as it relates to the

behavior of the function

around discontinuities

(i) determine various types of

discontinuities in the interval

(-∞, ∞) as they relate to

functions

Instruction 9781269614092 888 Example 3

Activity 9781269614092 890 Problem 53

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(L) determine various types

of discontinuities in the

interval (-∞, ∞) as they relate

to functions and explore the

limitations of the graphing

calculator as it relates to the

behavior of the function

around discontinuities

(ii) explore the limitations of

the graphing calculator as it

relates to the behavior of the

function around

discontinuitiesInstruction 9781269614092 231-232 Example 4

Activity 9781269614092 234 Problems 33, 34

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(M) describe the left-sided

behavior and the right-sided

behavior of the graph of a

function around

discontinuities

(i) describe the left-sided

behavior of the graph of a

function around

discontinuities

Instruction 9781269614092 886 Section 2

Activity 9781269614092 890 Problem 57

Page 73 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(M) describe the left-sided

behavior and the right-sided

behavior of the graph of a

function around

discontinuities

(ii) describe the right-sided

behavior of the graph of a

function around

discontinuities

Instruction 9781269614092 886 Section 2

Activity 9781269614092 890 Problem 57

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(N) analyze situations

modeled by functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, to solve real-world

problems

(i) analyze situations

modeled by functions,

including exponential

functions, to solve real-world

problems Instruction 9781269614092 279 Section 3

Activity 9781269614092 286 Problem 108

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(N) analyze situations

modeled by functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, to solve real-world

problems

(ii) analyze situations

modeled by functions,

including logarithmic

functions, to solve real-world

problems Instruction 9781269614092 332 Section 4

Activity 9781269614092 300-301 Problems 125 and 127-132

Activity 9781269614092 919 Problem 10

Page 74 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

Instruction 9781269614092 917-918 Example 11(c)

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(N) analyze situations

modeled by functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, to solve real-world

problems

(iii) analyze situations

modeled by functions,

including rational functions,

to solve real-world problems

Instruction 9781269614092 912 Example 5

Activity 9781269614092 226 Problem 57

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(N) analyze situations

modeled by functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, to solve real-world

problems

(iv) analyze situations

modeled by functions,

including polynomial

functions, to solve real-world

problems Instruction 9781269614092 192-193 Example 11

Activity 9781269614092 196 Problem 109

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(N) analyze situations

modeled by functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, to solve real-world

problems

(v) analyze situations

modeled by functions,

including power functions, to

solve real-world problems

Instruction 9781269614092 910-911 Example 3

Activity 9781269614092 121 Problem 24

Activity 9781269614092 926 Problem 16

Page 75 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(O) develop and use a

sinusoidal function that

models a situation in

mathematical and real-world

problems

(i) develop a sinusoidal

function that models a

situation in mathematical

problems

Instruction 9781269614092 399-400 Example 1

Activity 9781269614092 410 Problem 43

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(O) develop and use a

sinusoidal function that

models a situation in

mathematical and real-world

problems

(ii) develop a sinusoidal

function that models a

situation in real-world

problems

Instruction 9781269614092 427-428 Example 4

Activity 9781269614092 411 Problem 90

Activity 9781269614092 430 Problem 33

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(O) develop and use a

sinusoidal function that

models a situation in

mathematical and real-world

problems

(iii) use a sinusoidal function

that models a situation in

mathematical problems

Instruction 9781269614092 402 Sinusoidal Graphs

Activity 9781269614092 411 Problem 90

Page 76 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(O) develop and use a

sinusoidal function that

models a situation in

mathematical and real-world

problems

(iv) use a sinusoidal function

that models a situation in

real-world problems

Instruction 9781269614092 427-428 Example 4

Activity 9781269614092 412 Problem 91

Activity 9781269614092 430 Problems 33, 35

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(P) determine the values of

the trigonometric functions at

the special angles and relate

them in mathematical and

real-world problems

(i) determine the values of

the trigonometric functions at

the special angles

Instruction 9781269614092 375 Example 6

Assessment 9781269614092 436 Problem 10

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(P) determine the values of

the trigonometric functions at

the special angles and relate

them in mathematical and

real-world problems

(ii) relate them in

mathematical problems

Instruction 9781269614092 375 Example 6

Review 9781269614092 434 Problem 7

Page 77 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(P) determine the values of

the trigonometric functions at

the special angles and relate

them in mathematical and

real-world problems

(iii) relate them in real-world

problems

Instruction 9781269614092 376-377 Example 8

Activity 9781269614092 383 Problem 121

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(A) graph a set of parametric

equations

(i) graph a set of parametric

equations

Instruction 9781269614092 685-686 Example 2

Assessment 9781269614092 700 Problem 12

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(B) convert parametric

equations into rectangular

relations and convert

rectangular relations into

parametric equations

(i) convert parametric

equations into rectangular

relationsInstruction 9781269614092 687-688 Example 4

Activity 9781269614092 694 Problem 24

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(B) convert parametric

equations into rectangular

relations and convert

rectangular relations into

parametric equations

(ii) convert rectangular

relations into parametric

equationsInstruction 9781269614092 692 Example 8

Activity 9781269614092 695 Problem 29

Page 78 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(C) use parametric

equations to model and

solve mathematical and real-

world problems

(i) use parametric equations

to model mathematical

problemsInstruction 9781269614092 691 Example 7

Activity 9781269614092 699 Problem 37

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(C) use parametric

equations to model and

solve mathematical and real-

world problems

(ii) use parametric equations

to model real-world problems

Instruction 9781269614092 689 Example 5

Activity 9781269614092 695 Problem 49

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(C) use parametric

equations to model and

solve mathematical and real-

world problems

(iii) use parametric equations

to solve mathematical

problemsInstruction 9781269614092 688-699 Section 4

Activity 9781269614092 695 Problem 49

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(C) use parametric

equations to model and

solve mathematical and real-

world problems

(iv) use parametric equations

to solve real-world problems

Instruction 9781269614092 689 Example 5

Page 79 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

Assessment 9781269614092 700 Problem 13

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(D) graph points in the polar

coordinate system and

convert between rectangular

coordinates and polar

coordinates

(i) graph points in the polar

coordinate system

Instruction 9781269614092 575 Example 8

Activity 9781269614092 583 Problem 37

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(D) graph points in the polar

coordinate system and

convert between rectangular

coordinates and polar

coordinates

(ii) convert between

rectangular coordinates and

polar coordinatesInstruction 9781269614092 566 Example 8

Activity 9781269614092 583 Problem 37

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(E) graph polar equations by

plotting points and using

technology

(i) graph polar equations by

plotting points

Instruction 9781269614092 573 Example 7

Activity 9781269614092 583 Problem 19

Page 80 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(E) graph polar equations by

plotting points and using

technology

(ii) graph polar equations by

using technology

Instruction 9781269614092 575 Example 8

Activity 9781269614092 583 Problem 21

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(F) determine the conic

section formed when a plane

intersects a double-napped

cone

(i) determine the conic

section formed when a plane

intersects a double-napped

coneInstruction 9781269614092 635 Section 1

Activity 9781269614092 635 ”Assess Your Understanding” Problems 1-4

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(G) make connections

between the locus definition

of conic sections and their

equations in rectangular

coordinates

(i) make connections

between the locus definition

of conic sections and their

equations in rectangular

coordinates

Instruction 9781269614092 636 Definition

Activity 9781269614092 699 Problem 38

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(H) use the characteristics of

an ellipse to write the

equation of an ellipse with

center (h, k)

(i) use the characteristics of

an ellipse to write the

equation of an ellipse with

center (h, k)Instruction 9781269614092 651 Example 6

Activity 9781269614092 655 Problem 55

Page 81 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(H) use the characteristics of

an ellipse to write the

equation of an ellipse with

center (h, k)

(ii) use the characteristics of

a hyperbola to write the

equation of a hyperbola with

center (h, k)Instruction 9781269614092 659-660 Example 3

Activity 9781269614092 667 Problem 19

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(A) determine the

relationship between the unit

circle and the definition of a

periodic function to evaluate

trigonometric functions in

mathematical and real-world

problems

(i) determine the relationship

between the unit circle and

the definition of a periodic

function to evaluate

trigonometric functions in

mathematical problems

Instruction 9781269614092 399 Example 1

Activity 9781269614092 410 Problem 37

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(A) determine the

relationship between the unit

circle and the definition of a

periodic function to evaluate

trigonometric functions in

mathematical and real-world

problems

(ii) determine the relationship

between the unit circle and

the definition of a periodic

function to evaluate

trigonometric functions in

real-world problems

Instruction 9781269614092 920-921“Connecting the Unit Circle with the Graphs of the

Sine and Cosine Functions”

Activity 9781269614092 921 Problem 13

Page 82 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(B) describe the relationship

between degree and radian

measure on the unit circle

(i) describe the relationship

between degree and radian

measure on the unit circleInstruction 9781269614092 372 Example 2

Activity 9781269614092 384 Problem 136

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(C) represent angles in

radians or degrees based on

the concept of rotation and

find the measure of

reference angles and angles

in standard position

(i) represent angles in

radians or degrees based on

the concept of rotationInstruction 9781269614092 360 Example 4

Activity 9781269614092 365 Problem 35

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(C) represent angles in

radians or degrees based on

the concept of rotation and

find the measure of

reference angles and angles

in standard position

(ii) find the measure of

reference angles

Instruction 9781269614092 378 Above Example 10

Activity 9781269614092 380 Problem 10

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(C) represent angles in

radians or degrees based on

the concept of rotation and

find the measure of

reference angles and angles

in standard position

(iii) find the measure of

angles in standard position

Instruction 9781269614092 356 Degrees

Activity 9781269614092 365 Problem 13

Page 83 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(D) represent angles in

radians or degrees based on

the concept of rotation in

mathematical and real-world

problems, including linear

and angular velocity

(i) represent angles in

radians or degrees based on

the concept of rotation in

mathematical problems,

including linear velocity

Instruction 9781269614092 363 Section 5

Activity 9781269614092 366 Problem 99

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(D) represent angles in

radians or degrees based on

the concept of rotation in

mathematical and real-world

problems, including linear

and angular velocity

(ii) represent angles in

radians or degrees based on

the concept of rotation in real-

world problems, including

linear velocity

Instruction 9781269614092 364 Example 8

Activity 9781269614092 366 Problem 99

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(D) represent angles in

radians or degrees based on

the concept of rotation in

mathematical and real-world

problems, including linear

and angular velocity

(iii) represent angles in

radians or degrees based on

the concept of rotation in

mathematical problems,

including angular velocity

Instruction 9781269614092 364 Example 8

Activity 9781269614092 366 Problem 105

Page 84 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(D) represent angles in

radians or degrees based on

the concept of rotation in

mathematical and real-world

problems, including linear

and angular velocity

(iv) represent angles in

radians or degrees based on

the concept of rotation in real-

world problems, including

angular velocity

Instruction 9781269614092 363 Section 5

Activity 9781269614092 366 Problem 111

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(E) determine the value of

trigonometric ratios of angles

and solve problems involving

trigonometric ratios in

mathematical and real-world

problems

(i) determine the value of

trigonometric ratios of angles

Instruction 9781269614092 375 Example 6

Activity 9781269614092 381 Problem 41

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(E) determine the value of

trigonometric ratios of angles

and solve problems involving

trigonometric ratios in

mathematical and real-world

problems

(ii) solve problems involving

trigonometric ratios in

mathematical problemsInstruction 9781269614092 378 Example 11

Activity 9781269614092 382 Problem 119

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(E) determine the value of

trigonometric ratios of angles

and solve problems involving

trigonometric ratios in

mathematical and real-world

problems

(iii) solve problems involving

trigonometric ratios in real-

world problemsInstruction 9781269614092 376-377 Example 8

Activity 9781269614092 383 Problem 125

Page 85 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(F) use trigonometry in

mathematical and real-world

problems, including

directional bearing

(i) use trigonometry in

mathematical, including

directional bearingInstruction 9781269614092 515 Example 12

Activity 9781269614092 518 Problem 63

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(F) use trigonometry in

mathematical and real-world

problems, including

directional bearing

(ii) use trigonometry in real-

world problems, including

directional bearingInstruction 9781269614092 515 Example 11

Review 9781269614092 554 Problem 36

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(G) use the Law of Sines in

mathematical and real-world

problems

(i) use the Law of Sines in

mathematical problems

Instruction 9781269614092 523-524 Example 3

Activity 9781269614092 528 Problem 25

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(G) use the Law of Sines in

mathematical and real-world

problems

(ii) use the Law of Sines in

real-world problems

Instruction 9781269614092 525-526 Example 7

Page 86 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

Activity 9781269614092 528 Problem 37

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(H) use the Law of Cosines

in mathematical and real-

world problems

(i) use the Law of Cosines in

mathematical problems

Instruction 9781269614092 532-533 Example 1

Activity 9781269614092 535 Problem 9

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(H) use the Law of Cosines

in mathematical and real-

world problems

(ii) use the Law of Cosines in

real-world problems

Instruction 9781269614092 533-534 Example 3

Assessment 9781269614092 556 Problem 15

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(I) use vectors to model

situations involving

magnitude and direction

(i) use vectors to model

situations involving

magnitude and directionInstruction 9781269614092 601 Example 9

Activity 9781269614092 605 Problem 90

Page 87 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(J) represent the addition of

vectors and the multiplication

of a vector by a scalar

geometrically and

symbolically

(i) represent the addition of

vectors geometrically

Instruction 9781269614092 595 Example 1

Activity 9781269614092 603 Problem 9

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(J) represent the addition of

vectors and the multiplication

of a vector by a scalar

geometrically and

symbolically

(ii) represent the addition of

vectors symbolically

Instruction 9781269614092 616 Example 3

Activity 9781269614092 621 Problem 39

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(J) represent the addition of

vectors and the multiplication

of a vector by a scalar

geometrically and

symbolically

(iii) represent the

multiplication of a vector by a

scalar geometricallyInstruction 9781269614092 595 Example 1

Activity 9781269614092 603 Problem 11

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(J) represent the addition of

vectors and the multiplication

of a vector by a scalar

geometrically and

symbolically

(iv) represent the

multiplication of a vector by a

scalar symbolicallyInstruction 9781269614092 616 Example 4

Activity 9781269614092 621 Problem 33

Page 88 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(K) apply vector addition and

multiplication of a vector by a

scalar in mathematical and

real-world problems

(i) apply vector addition in

mathematical problems

Instruction 9781269614092 601-602 Example 10

Activity 9781269614092 605 Problem 85

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(K) apply vector addition and

multiplication of a vector by a

scalar in mathematical and

real-world problems

(ii) apply vector addition in

real-world problems

Instruction 9781269614092 600-601 Example 8

Activity 9781269614092 604 Problem 78

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(K) apply vector addition and

multiplication of a vector by a

scalar in mathematical and

real-world problems

(iii) apply multiplication of a

vector by a scalar in

mathematical problemsInstruction 9781269614092 598 Example 4

Review 9781269614092 630 Problem 34

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(K) apply vector addition and

multiplication of a vector by a

scalar in mathematical and

real-world problems

(iv) apply multiplication of a

vector by a scalar in real-

world problemsInstruction 9781269614092 611 Example 7

Activity 9781269614092 612 Problem 25

Page 89 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(A) evaluate finite sums and

geometric series, when

possible, written in sigma

notation

(i) evaluate finite sums

written in sigma notation

Instruction 9781269614092 805-806 Example 9

Activity 9781269614092 809 Problem 75

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(A) evaluate finite sums and

geometric series, when

possible, written in sigma

notation

(ii) evaluate geometric

series, when possible,

written in sigma notation

Instruction 9781269614092 822 Example 7

Activity 9781269614092 825 Problem 63

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(B) represent arithmetic

sequences and geometric

sequences using recursive

formulas

(i) represent arithmetic

sequences using recursive

formulas

Instruction 9781269614092 814 Example 5

Activity 9781269614092 816 Problem 29

Page 90 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(B) represent arithmetic

sequences and geometric

sequences using recursive

formulas

(ii) represent geometric

sequences using recursive

formulas

Instruction 9781269614092 819-820 Example 4

Activity 9781269614092 824 Problem 17

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(C) calculate the nth

term

and the nth

partial sum of an

arithmetic series in

mathematical and real-world

problems

(i) calculate the nth

term of

an arithmetic series in

mathematical problemsInstruction 9781269614092 813 Example 4

Activity 9781269614092 816 Problem 23

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(C) calculate the nth

term

and the nth

partial sum of an

arithmetic series in

mathematical and real-world

problems

(ii) calculate the nth

term of

an arithmetic series in real-

world problemsInstruction 9781269614092 815-816 Example 8

Activity 9781269614092 817 Problem 59

Page 91 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(C) calculate the nth

term

and the nth

partial sum of an

arithmetic series in

mathematical and real-world

problems

(iii) calculate the nth

partial

sum of an arithmetic series

in mathematical problemsInstruction 9781269614092 815 Example 6

Activity 9781269614092 816 Problem 37

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(C) calculate the nth

term

and the nth

partial sum of an

arithmetic series in

mathematical and real-world

problems

(iv) calculate the nth

partial

sum of an arithmetic series

in real-world problemsInstruction 9781269614092 815-816 Example 8

Activity 9781269614092 817 Problem 62

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(D) represent arithmetic

series and geometric series

using sigma notation

(i) represent arithmetic series

using sigma notation

Instruction 9781269614092 803 Example 6

Activity 9781269614092 809 Problem 64

Page 92 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(D) represent arithmetic

series and geometric series

using sigma notation

(ii) represent geometric

series using sigma notation

Instruction 9781269614092 803-804 Example 8

Activity 9781269614092 809 Problem 66

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(E) calculate the nth

term of

a geometric series, the nth

partial sum of a geometric

series, and sum of an infinite

geometric series when it

exists

(i) calculate the nth

term of a

geometric series

Instruction 9781269614092 819-820 Example 4

Activity 9781269614092 825 Problem 35

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(E) calculate the nth

term of

a geometric series, the nth

partial sum of a geometric

series, and sum of an infinite

geometric series when it

exists

(ii) calculate the nth

partial

sum of a geometric series

Instruction 9781269614092 820 Example 5

Activity 9781269614092 825 Problem 39

Page 93 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(E) calculate the nth

term of

a geometric series, the nth

partial sum of a geometric

series, and sum of an infinite

geometric series when it

exists

(iii) calculate the sum of an

infinite geometric series

when it exists

Instruction 9781269614092 822 Example 7

Activity 9781269614092 825 Problem 51

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(F) apply the Binomial

Theorem for the expansion

of (a + b)n in powers of a

and b for a positive integer

n , where a and b are any

numbers

(i) apply the Binomial

Theorem for the expansion

of (a + b)n in powers of a

and b for a positive integer

n , where a and b are any

numbers

Instruction 9781269614092 834 Example 3

Activity 9781269614092 836 Problem 21

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(G) use the properties of

logarithms to evaluate or

transform logarithmic

expressions

(i) use the properties of

logarithms to evaluate or

transform logarithmic

expressions Instruction 9781269614092 306-307 Example 8

Activity 9781269614092 308 Problem 23

Page 94 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(H) generate and solve

logarithmic equations in

mathematical and real-world

problems

(i) generate logarithmic

equations in mathematical

problems

Instruction 9781269614092 323 Example 7

Assessment 9781269614092 351 Problem 22

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(H) generate and solve

logarithmic equations in

mathematical and real-world

problems

(ii) generate logarithmic

equations in real-world

problems

Instruction 9781269614092 323 Example 7

Assessment 9781269614092 351 Problem 22

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(H) generate and solve

logarithmic equations in

mathematical and real-world

problems

(iii) solve logarithmic

equations in mathematical

problems

Instruction 9781269614092 311 Example 2

Activity 9781269614092 315 Problem 21

Page 95 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(H) generate and solve

logarithmic equations in

mathematical and real-world

problems

(iv) solve logarithmic

equations in real-world

problems

Instruction 9781269614092 323 Example 7

Activity 9781269614092 324 Problem 36

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(I) generate and solve

exponential equations in

mathematical and real-world

problems

(i) generate exponential

equations in mathematical

problems

Instruction 9781269614092 330 Example 3

Activity 9781269614092 335 Problem 6(a)

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(I) generate and solve

exponential equations in

mathematical and real-world

problems

(ii) generate exponential

equations in real-world

problems

Instruction 9781269614092 331-332 Example 4

Activity 9781269614092 336 Problem 13

Page 96 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(I) generate and solve

exponential equations in

mathematical and real-world

problems

(iii) solve exponential

equations in mathematical

problems

Instruction 9781269614092 313 Example 5

Activity 9781269614092 315 Problem 41

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(I) generate and solve

exponential equations in

mathematical and real-world

problems

(iv) solve exponential

equations in real-world

problems

Instruction 9781269614092 323 Example 6

Activity 9781269614092 324 Problem 31

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(J) solve polynomial

equations with real

coefficients by applying a

variety of techniques in

mathematical and real-world

problems

(i) solve polynomial

equations with real

coefficients by applying a

variety of techniques in

mathematical problems

Instruction 9781269614092 203-204 Example 5

Activity 9781269614092 209 Problem 39

Page 97 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(J) solve polynomial

equations with real

coefficients by applying a

variety of techniques in

mathematical and real-world

problems

(ii) solve polynomial

equations with real

coefficients by applying a

variety of techniques in real-

world problems

Instruction 9781269614092 192-193 Example 11

Activity 9781269614092 196 Problem 110(d)

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(K) solve polynomial

inequalities with real

coefficients by applying a

variety of techniques and

write the solution set of the

polynomial inequality in

interval notation in

mathematical and real-world

problems

(i) solve polynomial

inequalities with real

coefficients by applying a

variety of techniques in

mathematical and real-world

problemsInstruction 9781269614092 238 Example 2

Activity 9781269614092 241 Problem 21

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(K) solve polynomial

inequalities with real

coefficients by applying a

variety of techniques and

write the solution set of the

polynomial inequality in

interval notation in

mathematical and real-world

problems

(ii) write the solution set of

the polynomial inequality in

interval notation in

mathematical problems

Instruction 9781269614092 237 Example 1

Activity 9781269614092 241 Problem 23

Page 98 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(K) solve polynomial

inequalities with real

coefficients by applying a

variety of techniques and

write the solution set of the

polynomial inequality in

interval notation in

mathematical and real-world

problems

(iii) write the solution set of

the polynomial inequality in

interval notation in real-world

problems

Instruction 9781269614092 233 Example 6

Activity 9781269614092 236 Problem 55

Activity 9781269614092 243 Problem 81

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(L) solve rational inequalities

with real coefficients by

applying a variety of

techniques and write the

solution set of the rational

inequality in interval notation

in mathematical and real-

world problems

(i) solve rational inequalities

with real coefficients by

applying a variety of

techniques Instruction 9781269614092 239-240 Example 4

Activity 9781269614092 242 Problem 39

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(L) solve rational inequalities

with real coefficients by

applying a variety of

techniques and write the

solution set of the rational

inequality in interval notation

in mathematical and real-

world problems

(ii) write the solution set of

the rational inequality in

interval notation in

mathematical problemsInstruction 9781269614092 239-240 Example 4

Activity 9781269614092 242 Problem 54

Page 99 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(L) solve rational inequalities

with real coefficients by

applying a variety of

techniques and write the

solution set of the rational

inequality in interval notation

in mathematical and real-

world problems

(iii) write the solution set of

the rational inequality in

interval notation in real-world

problemsInstruction 9781269614092 915-916 Example 9

Activity 9781269614092 242-243 Problems 77-81

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(M) use trigonometric

identities such as reciprocal,

quotient, Pythagorean,

cofunctions, even/odd, and

sum and difference identities

for cosine and sine to

simplify trigonometric

expressions

(i) use trigonometric

identities for cosine to

simplify trigonometric

expressionsInstruction 9781269614092 471 Example 2

Activity 9781269614092 474 Problem 9

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(M) use trigonometric

identities such as reciprocal,

quotient, Pythagorean,

cofunctions, even/odd, and

sum and difference identities

for cosine and sine to

simplify trigonometric

expressions

(ii) use trigonometric

identities for sine to simplify

trigonometric expressions

Instruction 9781269614092 471 Example 2

Activity 9781269614092 474 Problem 49

Page 100 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(N) generate and solve

trigonometric equations in

mathematical and real-world

problems

(i) generate trigonometric

equations in mathematical

problems

Instruction 9781269614092 479 Example 3

Activity 9781269614092 485 Problem 19

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(N) generate and solve

trigonometric equations in

mathematical and real-world

problems

(ii) generate trigonometric

equations in real-world

problems

Instruction 9781269614092 512-513 Examples 7 and 8

Activity 9781269614092 497 Problem 100(a)

Activity 9781269614092 518 Problem 67

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(N) generate and solve

trigonometric equations in

mathematical and real-world

problems

(iii) solve trigonometric

equations in mathematical

problems

Instruction 9781269614092 484 Example 12

Activity 9781269614092 487 Problem 93

Page 101 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(N) generate and solve

trigonometric equations in

mathematical and real-world

problems

(iv) solve trigonometric

equations in real-world

problems

Instruction 9781269614092 491-492 Example 5

Activity 9781269614092 497 Problem 100

Page 102 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Student Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Subject

Subchapter

Course

Publisher

Program Title

Program ISBN

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) The process standards describe ways in which students are expected to engage in the content. The placement of the process standards at the beginning of the knowledge and skills listed for each grade and course is intentional. The process

standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. The process standards are integrated at every grade level and course. When

possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution,

justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Students will select appropriate tools such as real objects, manipulatives, paper and pencil, and technology and techniques such as mental math,

estimation, and number sense to solve problems. Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, and language. Students will use

mathematical relationships to generate solutions and make connections and predictions. Students will analyze mathematical relationships to connect and communicate mathematical ideas. Students will display, explain, or justify mathematical ideas and

arguments using precise mathematical language in written or oral communication.

(3) Precalculus is the preparation for calculus. The course approaches topics from a function point of view, where appropriate, and is designed to strengthen and enhance conceptual understanding and mathematical reasoning used when modeling and

solving mathematical and real-world problems. Students systematically work with functions and their multiple representations. The study of Precalculus deepens students' mathematical understanding and fluency with algebra and trigonometry and

extends their ability to make connections and apply concepts and procedures at higher levels. Students investigate and explore mathematical ideas, develop multiple strategies for analyzing complex situations, and use technology to build

understanding, make connections between representations, and provide support in solving problems.

(4) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and Skills.

Correlations to the Texas Essential Knowledge and Skills (TEKS): Teacher Material

Chapter 111. Mathematics

Subchapter C. High School

§111.42. Precalculus, Adopted 2012 (One-Half to One Credit).

Pearson Education, Inc., publishing as Prentice Hall

Precalculus: Enhanced with Graphing Utilities, Texas Edition

9781269614092

(a) General requirements. Students shall be awarded one-half to one credit for successful completion of this course. Prerequisites: Algebra I, Geometry, and Algebra II.

(b) Introduction.

(1) The desire to achieve educational excellence is the driving force behind the Texas essential knowledge and skills for mathematics, guided by the college and career readiness standards. By embedding statistics, probability, and finance, while

focusing on fluency and solid understanding, Texas will lead the way in mathematics education and prepare all Texas students for the challenges they will face in the 21st century.

Page 1 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(A) apply mathematics to

problems arising in everyday

life, society, and the

workplace

(i) apply mathematics to

problems arising in everyday

lifeInstruction 9781269614375 161 Example 2

Activity 9781269614375 71 Problem 99-102

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(A) apply mathematics to

problems arising in everyday

life, society, and the

workplace

(ii) apply mathematics to

problems arising in society

Instruction 9781269614375 339-340 Example 1

Activity 9781269614375 345 Problem 11

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(A) apply mathematics to

problems arising in everyday

life, society, and the

workplace

(iii) apply mathematics to

problems arising in the

workplaceInstruction 9781269614375 330-331 Example 3

Activity 9781269614375 335 Problem 3

Page 2 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(B) use a problem-solving

model that incorporates

analyzing given information,

formulating a plan or

strategy, determining a

solution, justifying the

solution, and evaluating the

problem-solving process and

the reasonableness of the

solution

(i) use a problem-solving

model that incorporates

analyzing given information,

formulating a plan or

strategy, determining a

solution, justifying the

solution, and evaluating the

problem-solving process

Instruction 9781269614375 21 Example 4

Activity 9781269614375 107 Problem 475

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(B) use a problem-solving

model that incorporates

analyzing given information,

formulating a plan or

strategy, determining a

solution, justifying the

solution, and evaluating the

problem-solving process and

the reasonableness of the

solution

(ii) use a problem-solving

model that incorporates

analyzing given information,

formulating a plan or

strategy, determining a

solution, justifying the

solution, and evaluating the

reasonableness of the

solution

Instruction 9781269614375 514-515 Example 10

Activity 9781269614375 520 Problem 83

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(C) select tools, including

real objects, manipulatives,

paper and pencil, and

technology as appropriate,

and techniques, including

mental math, estimation, and

number sense as

appropriate, to solve

problems

(i) select tools, including real

objects as appropriate, to

solve problems

Instruction 9781269614375 858-859 Example 3

Activity 9781269614375 353 Problem 1

Page 3 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(C) select tools, including

real objects, manipulatives,

paper and pencil, and

technology as appropriate,

and techniques, including

mental math, estimation, and

number sense as

appropriate, to solve

problems

(ii) select tools, including

manipulatives as

appropriate, to solve

problems

Instruction 9781269614375 858-859 Example 3

Activity 9781269614375 865 Problem 21

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(C) select tools, including

real objects, manipulatives,

paper and pencil, and

technology as appropriate,

and techniques, including

mental math, estimation, and

number sense as

appropriate, to solve

problems

(iii) select tools, including

paper and pencil as

appropriate, to solve

problems

Instruction 9781269614375 104 Section 1

Activity 9781269614375 114 Problem 74 (e, f)

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(C) select tools, including

real objects, manipulatives,

paper and pencil, and

technology as appropriate,

and techniques, including

mental math, estimation, and

number sense as

appropriate, to solve

problems

(iv) select tools, including

technology as appropriate, to

solve problems

Instruction 9781269614375 800 Example 1

Activity 9781269614375 808 Problem 19

Page 4 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(C) select tools, including

real objects, manipulatives,

paper and pencil, and

technology as appropriate,

and techniques, including

mental math, estimation, and

number sense as

appropriate, to solve

problems

(v) select techniques,

including mental math as

appropriate, to solve

problems

Instruction 9781269614375 11 Example 10

Activity 9781269614375 A30 Problem 142

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(C) select tools, including

real objects, manipulatives,

paper and pencil, and

technology as appropriate,

and techniques, including

mental math, estimation, and

number sense as

appropriate, to solve

problems

(vi) select techniques

including estimation as

appropriate, to solve

problems

Instruction 9781269614375 899 Section 1

Activity 9781269614375 903 Problem 5

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(C) select tools, including

real objects, manipulatives,

paper and pencil, and

technology as appropriate,

and techniques, including

mental math, estimation, and

number sense as

appropriate, to solve

problems

(vii) select techniques,

including number sense as

appropriate, to solve

problems

Instruction 9781269614375 161 Example 3

Activity 9781269614375 165 Problem 11

Page 5 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(i) communicate

mathematical ideas using

multiple representations,

including symbols as

appropriate Instruction 9781269614375 161 Example 2

Activity 9781269614375 165 Problem 11

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(ii) communicate

mathematical ideas using

multiple representations,

including diagrams as

appropriate Instruction 9781269614375 513 Example 8

Activity 9781269614375 632 Chapter Project 1-4

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(iii) communicate

mathematical ideas using

multiple representations,

including graphs as

appropriate Instruction 9781269614375 427-428 Example 4

Activity 9781269614375 430 Problem 35

Page 6 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(iv) communicate

mathematical ideas using

multiple representations,

including language as

appropriate Instruction 9781269614375 440 The Inverse Sine Function

Activity 9781269614375 475 Problem 107

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(v) communicate

mathematical reasoning

using multiple

representations, including

symbols as appropriate Instruction 9781269614375 803 Example 8

Activity 9781269614375 809 Problem 63

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(vi) communicate

mathematical reasoning

using multiple

representations, including

diagrams as appropriate Instruction 9781269614375 140-141 Example 1

Activity 9781269614375 267 Problem 12

Page 7 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(vii) communicate

mathematical reasoning

using multiple

representations, including

graphs as appropriate Instruction 9781269614375 427-428 Example 4

Activity 9781269614375 430 Problem 35

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(viii) communicate

mathematical reasoning

using multiple

representations, including

language as appropriate Instruction 9781269614375 333-334 Example 5

Activity 9781269614375 337 Problem 26c

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(ix) communicate

[mathematical ideas']

implications using multiple

representations, including

symbols as appropriate Instruction 9781269614375 321 Example 4

Activity 9781269614375 324 Problem 23

Page 8 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(x) communicate

[mathematical ideas']

implications using multiple

representations, including

diagrams as appropriate Instruction 9781269614375 163-164 Example 5

Activity 9781269614375 168 Problem 30

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(xi) communicate

[mathematical ideas']

implications using multiple

representations, including

graphs as appropriate Instruction 9781269614375 281-282 Example 9

Activity 9781269614375 337 Problem 26(b-d)

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(xii) communicate

[mathematical ideas']

implications using multiple

representations, including

language as appropriate Instruction 9781269614375 333-334 Example 5

Activity 9781269614375 337 Problem 26c

Page 9 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(xiii) communicate

[mathematical reasoning's]

implications using multiple

representations, including

symbols as appropriate Instruction 9781269614375 321 Example 4

Activity 9781269614375 324 Problem 23

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(xiv) communicate

[mathematical reasoning's]

implications using multiple

representations, including

diagrams as appropriate Instruction 9781269614375 163-164 Example 5

Activity 9781269614375 168 Problem 30

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(xv) communicate

[mathematical reasoning's]

implications using multiple

representations, including

graphs as appropriate Instruction 9781269614375 73-74 Example 2

Activity 9781269614375 78-79 Problems 29, 36, 37, 79

Instruction 9781269614375 75 Example 4

Page 10 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(D) communicate

mathematical ideas,

reasoning, and their

implications using multiple

representations, including

symbols, diagrams, graphs,

and language as appropriate

(xvi) communicate

[mathematical reasoning's]

implications using multiple

representations, including

language as appropriate Instruction 9781269614375 333-334 Example 5

Activity 9781269614375 337 Problem 26c

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(E) create and use

representations to organize,

record, and communicate

mathematical ideas

(i) create representations to

organize mathematical ideasInstruction 9781269614375 845-846 Example 4

Activity 9781269614375 855 Problem 28

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(E) create and use

representations to organize,

record, and communicate

mathematical ideas

(ii) create representations to

record mathematical ideasInstruction 9781269614375 851-852 Example 6

Activity 9781269614375 855 Problem 24

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(E) create and use

representations to organize,

record, and communicate

mathematical ideas

(iii) create representations to

communicate mathematical

ideas Instruction 9781269614375 427-428 Example 4

Activity 9781269614375 430 Problem 35

Activity 9781269614375 397 Problem 136

Page 11 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(E) create and use

representations to organize,

record, and communicate

mathematical ideas

(iv) use representations to

organize mathematical ideasInstruction 9781269614375 845-846 Example 4

Activity 9781269614375 855 Problem 28

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(E) create and use

representations to organize,

record, and communicate

mathematical ideas

(v) use representations to

record mathematical ideasInstruction 9781269614375 851-852 Example 6

Activity 9781269614375 855 Problem 24

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(E) create and use

representations to organize,

record, and communicate

mathematical ideas

(vi) use representations to

communicate mathematical

ideas Instruction 9781269614375 427-428 Example 4

Activity 9781269614375 430 Problem 35

Activity 9781269614375 286 Problem 107(f)

Instruction 9781269614375 374-375

“Find the Exact Values of the Trigonometric

Functions of π/6 = 30° and π/3 = 60°” and

Example 6”

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(F) analyze mathematical

relationships to connect and

communicate mathematical

ideas

(i) analyze mathematical

relationships to connect

mathematical ideas Instruction 9781269614375 159-160 Example 1

Activity 9781269614375 551 Problem 49

Page 12 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(F) analyze mathematical

relationships to connect and

communicate mathematical

ideas

(ii) analyze mathematical

relationships to communicate

mathematical ideas Instruction 9781269614375 161-162 Example 3

Activity 9781269614375 165 Problem 12

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(G) display, explain, and

justify mathematical ideas

and arguments using precise

mathematical language in

written or oral

communication

(i) display mathematical

ideas using precise

mathematical language in

written or oral

communication

Instruction 9781269614375 829 Example 3

Activity 9781269614375 830 Problem 1

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(G) display, explain, and

justify mathematical ideas

and arguments using precise

mathematical language in

written or oral

communication

(ii) display mathematical

arguments using precise

mathematical language in

written or oral

communication

Instruction 9781269614375 827 Section 1

Activity 9781269614375 830 Problem 1

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(G) display, explain, and

justify mathematical ideas

and arguments using precise

mathematical language in

written or oral

communication

(iii) explain mathematical

ideas using precise

mathematical language in

written or oral

communication

Instruction 9781269614375 143 Example 4 last paragraph

Activity 9781269614375 146 Problem 23

Page 13 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(G) display, explain, and

justify mathematical ideas

and arguments using precise

mathematical language in

written or oral

communication

(iv) explain mathematical

arguments using precise

mathematical language in

written or oral

communication

Instruction 9781269614375 514-515 Example 10

Activity 9781269614375 301 Problem 133(d)

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(G) display, explain, and

justify mathematical ideas

and arguments using precise

mathematical language in

written or oral

communication

(v) justify mathematical ideas

using precise mathematical

language in written or oral

communication Instruction 9781269614375 514-515 Example 10

Activity 9781269614375 301 Problem 136

(1) Mathematical process standards. The student

uses mathematical processes to acquire and

demonstrate mathematical understanding. The

student is expected to:

(G) display, explain, and

justify mathematical ideas

and arguments using precise

mathematical language in

written or oral

communication

(vi) justify mathematical

arguments using precise

mathematical language in

written or oral

communication

Instruction 9781269614375 829 Example 4

Activity 9781269614375 830 Problem 29

Page 14 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(A) use the composition of

two functions to model and

solve real-world problems

(i) use the composition of

two functions to model real-

world problems

Instruction 9781269614375 251 Section 1 PRiew

Activity 9781269614375 258 Problem 71

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(A) use the composition of

two functions to model and

solve real-world problems

(ii) use the composition of

two functions to solve real-

world problems

Instruction 9781269614375 251 Section 1

Activity 9781269614375 258 Problem 73

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(B) demonstrate that

function composition is not

always commutative

(i) demonstrate that function

composition is not always

commutative

Instruction 9781269614375 259 Definition Section 1

Activity 9781269614375 268 Problem 15

Page 15 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(C) represent a given

function as a composite

function of two or more

functions

(i) represent a given function

as a composite function of

two or more functions

Instruction 9781269614375 255 Example 6

Activity 9781269614375 257 Problem 53

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(D) describe symmetry of

graphs of even and odd

functions

(i) describe symmetry of

graphs of even functions

Instruction 9781269614375 81 Section 1

Activity 9781269614375 89 Problem 22(d)

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(D) describe symmetry of

graphs of even and odd

functions

(ii) describe symmetry of

graphs of odd functions

Instruction 9781269614375 81 Section 1

Activity 9781269614375 89-90 Problem 25(d)

Page 16 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(E) determine an inverse

function, when it exists, for a

given function over its

domain or a subset of its

domain and represent the

inverse using multiple

representations

(i) determine an inverse

function, when it exists, for a

given function over its

domain or a subset of its

domain Instruction 9781269614375 262 Example 4

Activity 9781269614375 268 Problem 29

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(E) determine an inverse

function, when it exists, for a

given function over its

domain or a subset of its

domain and represent the

inverse using multiple

representations

(ii) represent the inverse

using multiple

representations

Instruction 9781269614375 260 Example 2

Activity 9781269614375 268 Problem 19

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(F) graph exponential,

logarithmic, rational,

polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions

(i) graph exponential

functions

Instruction 9781269614375 275 Example 3

Activity 9781269614375 284 Problem 51

Page 17 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(F) graph exponential,

logarithmic, rational,

polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions

(ii) graph logarithmic

functions

Instruction 9781269614375 291 Graph Logarithmic Functions

Activity 9781269614375 298 Problem 71

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(F) graph exponential,

logarithmic, rational,

polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions

(iii) graph rational functions

Instruction 9781269614375 218 Example 3

Activity 9781269614375 225 Problem 33

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(F) graph exponential,

logarithmic, rational,

polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions

(iv) graph polynomial

functions

Instruction 9781269614375 183 Example 3

Activity 9781269614375 194 Problem 40

Page 18 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(F) graph exponential,

logarithmic, rational,

polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions

(v) graph power functions

Instruction 9781269614375 181 Exploration

Activity 9781269614375 194 33

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(F) graph exponential,

logarithmic, rational,

polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions

(vi) graph trigonometric

functions

Instruction 9781269614375 399 Example 1

Activity 9781269614375 410 Problem 37

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(F) graph exponential,

logarithmic, rational,

polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions

(vii) graph inverse

trigonometric functions

Instruction 9781269614375 445 The Inverse Cosine Function

Activity 9781269614375 458 Problems 82, 83, 84

Page 19 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(F) graph exponential,

logarithmic, rational,

polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions

(viii) graph piecewise defined

functions, including step

functions

Instruction 9781269614375 98 Example Graph Piecewise-defined Functions

Activity 9781269614375 101 Problem 49

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(i) graph functions, including

exponential functions, in

mathematical problems

Instruction 9781269614375 275 Example 3

Activity 9781269614375 284 Problem 51

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(ii) graph functions, including

exponential functions, in real-

world problems

Instruction 9781269614375 281 Example 9

Activity 9781269614375 286 Problem 107

Page 20 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(iii) graph functions, including

logarithmic functions, in

mathematical problems

Instruction 9781269614375 293 Example 7

Activity 9781269614375 298 Problem 61

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(iv) graph functions, including

logarithmic functions, in real-

world problems

Instruction 9781269614375 333 Example 5

Activity 9781269614375 337 Problem 26

Page 21 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(v) graph functions, including

sine functions, in

mathematical problems

Instruction 9781269614375 400 Example 2

Activity 9781269614375 410 Problem 37

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(vi) graph functions, including

sine functions, in real-world

problems

Instruction 9781269614375 922-923 Example 15

Activity 9781269614375 411 Problem 88

Page 22 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(vii) graph functions,

including cosine functions, in

mathematical problems

Instruction 9781269614375 400 The Graph of the Cosine Function

Activity 9781269614375 410 Problem 54

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(viii) graph functions,

including cosine functions, in

real-world problems

Instruction 9781269614375 923-925 Examples 16, 17, 18

Activity 9781269614375 919 Problems 9 and 10

Activity 9781269614375 926 Problem 14

Page 23 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(ix) graph functions, including

rational functions, in

mathematical problems

Instruction 9781269614375 218 Example 3

Activity 9781269614375 225 Problem 33

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(x) graph functions, including

rational functions, in real-

world problems

Instruction 9781269614375 914-916 Examples 8 and 9

Activity 9781269614375 226 Problem 58

Activity 9781269614375 916 Problems 6 and 7

Page 24 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xi) graph functions, including

polynomial functions, in

mathematical problems

Instruction 9781269614375 183 Example 3

Activity 9781269614375 194 Problem 27

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xii) graph functions,

including polynomial

functions, in real-world

problems

Instruction 9781269614375 192-193 Example 11

Activity 9781269614375 196 Problem 110

Page 25 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xiii) graph functions,

including power functions, in

mathematical problems

Instruction 9781269614375 183 Example 3

Activity 9781269614375 194 Problem 32

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xiv) graph functions,

including power functions, in

real-world problems

Instruction 9781269614375 910-911 Example 3

Activity 9781269614375 913 Problem 3

Page 26 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xv) graph functions,

including exponential

transformations, including

af(x) , for specific values of

a , in mathematical problems

Instruction 9781269614375 280 Example 6

Activity 9781269614375 284 Problem 60

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xvi) graph functions,

including exponential

transformations, including

af(x) , for specific values of

a , in real-world problems

Instruction 9781269614375 339 Example 1

Review 9781269614375 342 Problem 2

Page 27 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xvii) graph functions,

including logarithmic

transformations, including

af(x) , for specific values of

a , in mathematical problems

Instruction 9781269614375 293-294 Example 7

Activity 9781269614375 298 Problem 76

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xviii) graph functions,

including logarithmic

transformations, including

af(x) , for specific values of

a , in real-world problems

Instruction 9781269614375 292 Example 6

Review 9781269614375 335 Problem 1

Page 28 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xix) graph functions,

including sine

transformations, including

af(x) , for specific values of

a , in mathematical problems

Instruction 9781269614375 404-405 Example 5

Activity 9781269614375 410 Problem 37

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xx) graph functions,

including sine

transformations, including

af(x) , for specific values of

a , in real-world problems

Instruction 9781269614375 922-923 Example 15

Activity 9781269614375 411 Problems 87, 88, 89, 90

Page 29 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxi) graph functions,

including cosine

transformations, including

af(x) , for specific values of

a , in mathematical problems

Instruction 9781269614375 406-407 Example 7

Activity 9781269614375 410 Problem 52

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxii) graph functions,

including cosine

transformations, including

af(x) , for specific values of

a , in real-world problems

Instruction 9781269614375 923 Example 16

Activity 9781269614375 926 Problems 14-16

Page 30 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxiii) graph functions,

including rational

transformations, including

af(x) , for specific values of

a , in mathematical problems

Instruction 9781269614375 218 Example 3

Assessment 9781269614375 225 Problem 44

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxiv) graph functions,

including rational

transformations, including

af(x) , for specific values of

a , in real-world problems

Instruction 9781269614375 218 Example 3

Activity 9781269614375 226 Problem 56

Page 31 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxv) graph functions,

including polynomial

transformations, including

af(x) , for specific values of

a , in mathematical problems

Instruction 9781269614375 182 Example 2

Activity 9781269614375 198 Problem 126

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxvi) graph functions,

including polynomial

transformations, including

af(x) , for specific values of

a , in real-world problems

Instruction 9781269614375 192 Example 11

Activity 9781269614375 196 Problem 110

Page 32 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxvii) graph functions,

including power

transformations, including

af(x) , for specific values of

a , in mathematical problems

Instruction 9781269614375 183 Example 3

Activity 9781269614375 194 Problem 32

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxviii) graph functions,

including power

transformations, including

af(x) , for specific values of

a , in real-world problems

Instruction 9781269614375 910-911 Example 3

Activity 9781269614375 913 Problem 3

Page 33 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxix) graph functions,

including exponential

transformations, including

f(x) + d , for specific values of

d, in mathematical problems

Instruction 9781269614375 278 Example 5

Activity 9781269614375 284 Problem 41

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxx) graph functions,

including exponential

transformations, including

f(x) + d , for specific values of

d , in real-world problems

Instruction 9781269614375 916-917 Example 10

Activity 9781269614375 287 Problem 124

Page 34 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxxi) graph functions,

including logarithmic

transformations, including

f(x) + d , for specific values of

d , in mathematical problems

Instruction 9781269614375 292 Example 6

Activity 9781269614375 298 Problem 77

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxxii) graph functions,

including logarithmic

transformations, including

f(x) + d , for specific values of

d , in real-world problems

Instruction 9781269614375 917-918 Example 11

Activity 9781269614375 919 Problem 10

Page 35 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxxiii) graph functions,

including sine

transformations, including

f(x) + d , for specific values of

d , in mathematical problems

Instruction 9781269614375 921-922 Example 14

Activity 9781269614375 411 Problem 72

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxxiv) graph functions,

including sine

transformations, including

f(x) + d , for specific values of

d , in real-world problems

Instruction 9781269614375 922-923 Example 15

Activity 9781269614375 412 Problem 93

Page 36 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxxv) graph functions,

including cosine

transformations, including

f(x) + d , for specific values of

d , in mathematical problems

Instruction 9781269614375 406 Example 7

Activity 9781269614375 411 Problem 71

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxxvi) graph functions,

including cosine

transformations, including

f(x) + d , for specific values of

d , in real-world problems

Instruction 9781269614375 925 Example 18

Activity 9781269614375 926 Problems 15 and 16

Page 37 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxxvii) graph functions,

including rational

transformations, including

f(x) + d , for specific values of

d , in mathematical problems

Instruction 9781269614375 218 Example 3

Activity 9781269614375 225 Problem 32

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxxviii) graph functions,

including rational

transformations, including

f(x) + d , for specific values of

d , in real-world problems

Instruction 9781269614375 233 Example 6

Activity 9781269614375 235 Problem 51

Page 38 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xxxix) graph functions,

including polynomial

transformations, including

f(x) + d , for specific values of

d , in mathematical problems

Instruction 9781269614375 106 Example 2

Activity 9781269614375 194 Problem 38

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xl) graph functions, including

polynomial transformations,

including f(x) + d , for specific

values of d , in real-world

problems

Instruction 9781269614375 909-910 Example 2

Activity 9781269614375 196 Problem 112

Page 39 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xli) graph functions,

including power

transformations, including

f(x) + d , for specific values of

d , in mathematical problems

Instruction 9781269614375 182 Example 2

Activity 9781269614375 194 Problems 29-30

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xlii) graph functions,

including power

transformations, including

f(x) + d , for specific values of

d , in real-world problems

Instruction 9781269614375 909-910 Example 2

Activity 9781269614375 913 Problem 2

Page 40 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xliii) graph functions,

including exponential

transformations, including f(x

- c) , for specific values of c ,

in mathematical problems

Instruction 9781269614375 280 Example 6

Review 9781269614375 352 Problem 12(a)

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xliv) graph functions,

including exponential

transformations, including f(x

- c) , for specific values of c ,

in real-world problems

Instruction 9781269614375 916-917 Example 10

Activity 9781269614375 919 Problems 8-9

Page 41 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xlv) graph functions,

including logarithmic

transformations, including f(x

- c) , for specific values of c ,

in mathematical problems

Instruction 9781269614375 293-294 Example 7

Assessment 9781269614375 351 Problem 13

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xlvi) graph functions,

including logarithmic

transformations, including f(x

- c) , for specific values of c ,

in real-world problems

Instruction 9781269614375 919 Example 13

Activity 9781269614375 300 Problem 124

Activity 9781269614375 920 Problem 11

Page 42 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xlvii) graph functions,

including sine

transformations, including f(x

- c) , for specific values of c ,

in mathematical problems

Instruction 9781269614375 428 Example 5

Activity 9781269614375 429 Problem 3

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xlviii) graph functions,

including sine

transformations, including f(x

- c) , for specific values of c ,

in real-world problems

Instruction 9781269614375 425-426 Example 3

Activity 9781269614375 429 Problem 30

Page 43 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(xlix) graph functions,

including cosine

transformations, including f(x

- c) , for specific values of c ,

in mathematical problems

Instruction 9781269614375 423 Example 2

Activity 9781269614375 429 Problem 6

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(l) graph functions, including

cosine transformations,

including f(x - c), for specific

values of c , in real-world

problems

Instruction 9781269614375 924 Example 17

Activity 9781269614375 926 Problem 16

Page 44 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(li) graph functions, including

rational transformations,

including f(x - c) , for specific

values of c , in mathematical

problems

Instruction 9781269614375 218 Example 3

Activity 9781269614375 225 Problem 33

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lii) graph functions, including

rational transformations,

including f(x - c) , for specific

values of c , in real-world

problems

Instruction 9781269614375 914-915 Example 8

Activity 9781269614375 115 Problem 88(b)

Page 45 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(liii) graph functions,

including polynomial

transformations, including f(x

- c) , for specific values of c ,

in mathematical problems

Instruction 9781269614375 183 Example 3

Activity 9781269614375 198 Problem 126

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(liv) graph functions,

including polynomial

transformations, including f(x

- c) , for specific values of c ,

in real-world problems

Instruction 9781269614375 192-193 Example 11

Activity 9781269614375 196 Problem 111

Page 46 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lv) graph functions, including

power transformations,

including f(x - c) , for specific

values of c , in mathematical

problems

Instruction 9781269614375 182-183 Example 3

Activity 9781269614375 194 Problem 28

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lvi) graph functions,

including power

transformations, including f(x

- c) , for specific values of c ,

in real-world problems

Instruction 9781269614375 911-912 Example 4

Activity 9781269614375 115 Problem 88

Activity 9781269614375 926 Problem 15

Page 47 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lvii) graph functions,

including exponential

transformations, including

f(bx) for specific values of b ,

in mathematical problems

Instruction 9781269614375 313 Example 5

Activity 9781269614375 315 Problem 43

Activity 9781269614375 284 Problems 59-60

Instruction 9781269614375 280 Example 6

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lviii) graph functions,

including exponential

transformations, including

f(bx) for specific values of b ,

in real-world problems

Instruction 9781269614375 281-282 Example 9

Activity 9781269614375 286 Problem 108

Page 48 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lix) graph functions,

including logarithmic

transformations, including

f(bx) for specific values of b ,

in mathematical problems

Instruction 9781269614375 291 Graph Logarithmic Functions

Activity 9781269614375 298 Problem 72

Instruction 9781269614375 293-294 Example 7

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lx) graph functions, including

logarithmic transformations,

including f(bx) for specific

values of b , in real-world

problems

Instruction 9781269614375 328 Example 1

Activity 9781269614375 298 Problem 77

Activity 9781269614375 920 Problem 12

Instruction 9781269614375 918 Example 12

Page 49 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxi) graph functions,

including sine

transformations, including

f(bx) for specific values of b ,

in mathematical problems

Instruction 9781269614375 404-405 Example 5

Activity 9781269614375 410 Problem 41

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxii) graph functions,

including sine

transformations, including

f(bx) for specific values of b ,

in real-world problems

Instruction 9781269614375 404-405 Example 5

Activity 9781269614375 412 Problem 91

Instruction 9781269614375 922-923 Example 15

Page 50 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxiii) graph functions,

including cosine

transformations, including

f(bx) for specific values of b ,

in mathematical problems

Instruction 9781269614375 406-407 Example 7

Activity 9781269614375 410 Problem 52

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxiv) graph functions,

including cosine

transformations, including

f(bx) for specific values of b ,

in real-world problems

Instruction 9781269614375 923 Example 16

Activity 9781269614375 926 Problems 15 and 16

Page 51 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxv) graph functions,

including rational

transformations, including

f(bx) for specific values of b ,

in mathematical problems

Instruction 9781269614375 110 Example 5

Activity 9781269614375 225 Problems 34-36, 39, 41, 42

Instruction 9781269614375 914 Example 7

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxvi) graph functions,

including rational

transformations, including

f(bx) for specific values of b ,

in real-world problems

Instruction 9781269614375 233 Example 6(b)

Activity 9781269614375 235 Problems 50, 51

Page 52 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxvii) graph functions,

including polynomial

transformations, including

f(bx) for specific values of b ,

in mathematical problems

Instruction 9781269614375 189-190 Example 9

Activity 9781269614375 194 Problem 37

Activity 9781269614375 914 Problem 5

Instruction 9781269614375 912-913 Example 6

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxviii) graph functions,

including polynomial

transformations, including

f(bx) for specific values of b ,

in real-world problems

Instruction 9781269614375 192-193 Example 11

Activity 9781269614375 196 Problem 111c

Page 53 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxix) graph functions,

including power

transformations, including

f(bx) for specific values of b ,

in mathematical problems

Instruction 9781269614375 909 Example 1

Activity 9781269614375 913 Problem 1

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(G) graph functions,

including exponential,

logarithmic, sine, cosine,

rational, polynomial, and

power functions and their

transformations, including

af(x), f(x) + d, f(x - c), f(bx)

for specific values of a, b, c,

and d , in mathematical and

real-world problems

(lxx) graph functions, power

transformations, including

f(bx) for specific values of b ,

in real-world problems

Instruction 9781269614375 910-911 Example 3(b)

Activity 9781269614375 115 Problem 88

Activity 9781269614375 913 Problem 3(b)

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(H) graph arcsin x and

arccos x and describe the

limitations on the domain

(i) graph arcsin x

Instruction 9781269614375 441 Figure 3

Activity 9781269614375 450 Problem 19

Page 54 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(H) graph arcsin x and

arccos x and describe the

limitations on the domain

(ii) graph arccos x

Instruction 9781269614375 445 Figure 13

Activity 9781269614375 450 Problem 16

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(H) graph arcsin x and

arccos x and describe the

limitations on the domain

(iii) describe the limitations

on the domain

Instruction 9781269614375 446-447 Example 7

Activity 9781269614375 451 Problem 58

Page 55 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(i) determine the key features

of exponential functions

Instruction 9781269614375 278 Example 4

Activity 9781269614375 284 Problem 53

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(ii) determine the key

features of logarithmic

functions

Instruction 9781269614375 297 Summary

Activity 9781269614375 298 Problem 77

Page 56 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(iii) determine the key

features of rational functions

Instruction 9781269614375 227 Example 1

Activity 9781269614375 234 Problem 33

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(iv) determine the key

features of polynomial

functions

Instruction 9781269614375 189 Example 9

Activity 9781269614375 195 Problem 69

Page 57 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(v) determine the key

features of power functions

Instruction 9781269614375 182 Exploration

Activity 9781269614375 194 Problem 32

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(vi) determine the key

features of trigonometric

functions

Instruction 9781269614375 406 Example 6

Activity 9781269614375 410 Problem 41

Page 58 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(vii) determine the key

features of inverse

trigonometric functions

Instruction 9781269614375 447 Example 10

Activity 9781269614375 451 Problem 49

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(viii) determine the key

features of piecewise defined

functions, including step

functions

Instruction 9781269614375 98 Example 3

Activity 9781269614375 100 Problem 33

Page 59 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(ix) analyze the key features

of exponential functions

Instruction 9781269614375 278 Example 4

Activity 9781269614375 284 Problem 53

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(x) analyze the key features

of logarithmic functions

Instruction 9781269614375 297 Summary

Activity 9781269614375 298 Problem 77

Page 60 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(xi) analyze the key features

of rational functions

Instruction 9781269614375 227 Example 1

Activity 9781269614375 234 Problem 33

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(xii) analyze the key features

of polynomial functions

Instruction 9781269614375 189 Example 9

Activity 9781269614375 195 Problem 69

Page 61 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(xiii) analyze the key features

of power functions

Instruction 9781269614375 277-278 Example 4

Activity 9781269614375 284 Problem 53

Activity 9781269614375 194 Problems 27-40

Instruction 9781269614375 181-183 Summary Boxes, Example 2, Example 3

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(xiv) analyze the key features

of trigonometric functions

Instruction 9781269614375 406 Example 6

Activity 9781269614375 410 Problem 41

Page 62 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(xv) analyze the key features

of inverse trigonometric

functions

Instruction 9781269614375 449 Example 10

Activity 9781269614375 451 Problem 49

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(I) determine and analyze

the key features of

exponential, logarithmic,

rational, polynomial, power,

trigonometric, inverse

trigonometric, and piecewise

defined functions, including

step functions such as

domain, range, symmetry,

relative maximum, relative

minimum, zeros,

asymptotes, and intervals

over which the function is

increasing or decreasing

(xvi) analyze the key features

of piecewise defined

functions, including step

functions

Instruction 9781269614375 97-98 Greatest Integer Function

Activity 9781269614375 101 Problem 40

Page 63 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(i) analyze end behavior of

functions, including

exponential functions, using

infinity notation to

communicate this

characteristic in

mathematical problems

Instruction 9781269614375 275-276 Example 3

Activity 9781269614375 285 93, 94

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(ii) analyze end behavior of

functions, including

exponential functions, using

infinity notation to

communicate this

characteristic in real-world

problems

Instruction 9781269614375 281-282 Example 9

Activity 9781269614375 286 106

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(iii) analyze end behavior of

functions, including

logarithmic functions, using

infinity notation to

communicate this

characteristic in

mathematical problems

Instruction 9781269614375 291 “Graph Logarithmic Functions” section

Activity 9781269614375 299 Problems 111, 112

Page 64 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(iv) analyze end behavior of

functions, including

logarithmic functions, using

infinity notation to

communicate this

characteristic in real-world

problems

Instruction 9781269614375 917-918 Example 11(b)

Activity 9781269614375 919 Problem 10

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(v) analyze end behavior of

functions, including rational

functions, using infinity

notation to communicate this

characteristic in

mathematical problems Instruction 9781269614375 219 Figure35

Activity 9781269614375 226 Problem 56

Page 65 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(vi) analyze end behavior of

functions, including rational

functions, using infinity

notation to communicate this

characteristic in real-world

problems Instruction 9781269614375 912 Example 5

Activity 9781269614375 226 Problems 55, 56

Instruction 9781269614375 914-915 Example 8(b)

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(vii) analyze end behavior of

functions, including

polynomial functions, using

infinity notation to

communicate this

characteristic in

mathematical problems

Instruction 9781269614375 189 Summary

Activity 9781269614375 194 Problem 51(d)

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(viii) analyze end behavior of

functions, including

polynomial functions, using

infinity notation to

communicate this

characteristic in real-world

problems

Instruction 9781269614375 193 Immediately following Example 11

Activity 9781269614375 196 Problem 109

Page 66 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(ix) analyze end behavior of

functions, including power

functions, using infinity

notation to communicate this

characteristic in

mathematical problems Instruction 9781269614375 181-182 Explorations

Activity 9781269614375 193 Problem 12

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(x) analyze end behavior of

functions, including power

functions, using infinity

notation to communicate this

characteristic in real-world

problems Instruction 9781269614375 910-911 Example 3(a)

Activity 9781269614375 913 Problem 3(a)

Page 67 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xi) describe end behavior of

functions, including

exponential functions, using

infinity notation to

communicate this

characteristic in

mathematical problems

Instruction 9781269614375 275-276 Example 3

Activity 9781269614375 285 Problems 93, 94

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xii) describe end behavior of

functions, including

exponential functions, using

infinity notation to

communicate this

characteristic in real-world

problems

Instruction 9781269614375 281-282 Example 9

Activity 9781269614375 286 Problem 106

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xiii) describe end behavior

of functions, including

logarithmic functions, using

infinity notation to

communicate this

characteristic in

mathematical problems

Instruction 9781269614375 291 “Graph Logarithmic Functions”

Activity 9781269614375 299 111, 112

Page 68 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xiv) describe end behavior

of functions, including

logarithmic functions, using

infinity notation to

communicate this

characteristic in real-world

problems

Instruction 9781269614375 917-918 Example 11(b)

Activity 9781269614375 919 Problem 10

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xv) describe end behavior of

functions, including rational

functions, using infinity

notation to communicate this

characteristic in

mathematical problems Instruction 9781269614375 219 Figure 35

Activity 9781269614375 226 Problem 56

Page 69 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xvi) describe end behavior

of functions, including

rational functions, using

infinity notation to

communicate this

characteristic in real-world

problems

Instruction 9781269614375 912 Example 5

Activity 9781269614375 226 Problems 55, 56

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xvii) describe end behavior

of functions, including

polynomial functions, using

infinity notation to

communicate this

characteristic in

mathematical problems

Instruction 9781269614375 187 End Behavior

Activity 9781269614375 194 Problem 53(d)

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xviii) describe end behavior

of functions, including

polynomial functions, using

infinity notation to

communicate this

characteristic in real-world

problems

Instruction 9781269614375 193 Immediately following Example 11

Activity 9781269614375 196 Problem 109

Page 70 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xix) describe end behavior

of functions, including power

functions, using infinity

notation to communicate this

characteristic in

mathematical problems Instruction 9781269614375 181-182 Explorations

Activity 9781269614375 193 Problem 12

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(J) analyze and describe

end behavior of functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, using infinity

notation to communicate this

characteristic in

mathematical and real-world

problems

(xx) describe end behavior of

functions, including power

functions, using infinity

notation to communicate this

characteristic in real-world

problems Instruction 9781269614375 910-911 Example 3

Activity 9781269614375 913 Problem 3

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(K) analyze characteristics

of rational functions and the

behavior of the function

around the asymptotes,

including horizontal, vertical,

and oblique asymptotes

(i) analyze characteristics of

rational functions

Instruction 9781269614375 227 Example 1

Page 71 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

Activity 9781269614375 234 Problem 33

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(K) analyze characteristics

of rational functions and the

behavior of the function

around the asymptotes,

including horizontal, vertical,

and oblique asymptotes

(ii) analyze the behavior of

the function around the

asymptotes, including

horizontal asymptotes

Instruction 9781269614375 221-222 Example 5

Activity 9781269614375 234 Problem 44

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(K) analyze characteristics

of rational functions and the

behavior of the function

around the asymptotes,

including horizontal, vertical,

and oblique asymptotes

(iii) analyze the behavior of

the function around the

asymptotes, including

vertical asymptotes

Instruction 9781269614375 230 Example 3

Activity 9781269614375 235 Problem 51

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(K) analyze characteristics

of rational functions and the

behavior of the function

around the asymptotes,

including horizontal, vertical,

and oblique asymptotes

(iv) analyze the behavior of

the function around the

asymptotes, including

oblique asymptotes

Instruction 9781269614375 222 Example 6

Activity 9781269614375 234 Problem 46

Page 72 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(L) determine various types

of discontinuities in the

interval (-∞, ∞) as they relate

to functions and explore the

limitations of the graphing

calculator as it relates to the

behavior of the function

around discontinuities

(i) determine various types of

discontinuities in the interval

(-∞, ∞) as they relate to

functions

Instruction 9781269614375 888 Summary

Activity 9781269614375 889 Problem 38

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(L) determine various types

of discontinuities in the

interval (-∞, ∞) as they relate

to functions and explore the

limitations of the graphing

calculator as it relates to the

behavior of the function

around discontinuities

(ii) explore the limitations of

the graphing calculator as it

relates to the behavior of the

function around

discontinuitiesInstruction 9781269614375 231-232 Example 4

Activity 9781269614375 234 Problems 33, 34

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(M) describe the left-sided

behavior and the right-sided

behavior of the graph of a

function around

discontinuities

(i) describe the left-sided

behavior of the graph of a

function around

discontinuities

Instruction 9781269614375 888 Example 3

Activity 9781269614375 890 Problem 57

Page 73 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(M) describe the left-sided

behavior and the right-sided

behavior of the graph of a

function around

discontinuities

(ii) describe the right-sided

behavior of the graph of a

function around

discontinuities

Instruction 9781269614375 888 Section 3

Activity 9781269614375 890 Problem 57

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(N) analyze situations

modeled by functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, to solve real-world

problems

(i) analyze situations

modeled by functions,

including exponential

functions, to solve real-world

problems Instruction 9781269614375 281-282 Example 9

Activity 9781269614375 286 Problem 107

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(N) analyze situations

modeled by functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, to solve real-world

problems

(ii) analyze situations

modeled by functions,

including logarithmic

functions, to solve real-world

problems Instruction 9781269614375 333-334 Example 5

Activity 9781269614375 337 Problem 26

Activity 9781269614375 919 Problem 10

Page 74 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

Instruction 9781269614375 917-918 Example 11(c)

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(N) analyze situations

modeled by functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, to solve real-world

problems

(iii) analyze situations

modeled by functions,

including rational functions,

to solve real-world problems

Instruction 9781269614375 912 Example 5

Activity 9781269614375 226 Problem 58

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(N) analyze situations

modeled by functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, to solve real-world

problems

(iv) analyze situations

modeled by functions,

including polynomial

functions, to solve real-world

problems Instruction 9781269614375 192-193 Example 11

Activity 9781269614375 196 Problem 110

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(N) analyze situations

modeled by functions,

including exponential,

logarithmic, rational,

polynomial, and power

functions, to solve real-world

problems

(v) analyze situations

modeled by functions,

including power functions, to

solve real-world problems

Instruction 9781269614375 910-911 Example 3

Activity 9781269614375 121 Problem 24

Activity 9781269614375 926 Problem 16

Page 75 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(O) develop and use a

sinusoidal function that

models a situation in

mathematical and real-world

problems

(i) develop a sinusoidal

function that models a

situation in mathematical

problems

Instruction 9781269614375 400 Example 2

Activity 9781269614375 410 Problem 37

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(O) develop and use a

sinusoidal function that

models a situation in

mathematical and real-world

problems

(ii) develop a sinusoidal

function that models a

situation in real-world

problems

Instruction 9781269614375 427-428 Example 4

Activity 9781269614375 411 Problem 88

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(O) develop and use a

sinusoidal function that

models a situation in

mathematical and real-world

problems

(iii) use a sinusoidal function

that models a situation in

mathematical problems

Instruction 9781269614375 400 Example 2

Activity 9781269614375 410 Problem 37

Page 76 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(O) develop and use a

sinusoidal function that

models a situation in

mathematical and real-world

problems

(iv) use a sinusoidal function

that models a situation in

real-world problems

Instruction 9781269614375 427-428 Example 4

Activity 9781269614375 412 Problem 93

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(P) determine the values of

the trigonometric functions at

the special angles and relate

them in mathematical and

real-world problems

(i) determine the values of

the trigonometric functions at

the special angles

Instruction 9781269614375 376 Example 7

Activity 9781269614375 381 Problem 41

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(P) determine the values of

the trigonometric functions at

the special angles and relate

them in mathematical and

real-world problems

(ii) relate them in

mathematical problems

Instruction 9781269614375 376 Example 7

Activity 9781269614375 381 Problem 42

Page 77 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(2) Functions. The student uses process standards

in mathematics to explore, describe, and analyze

the attributes of functions. The student makes

connections between multiple representations of

functions and algebraically constructs new

functions. The student analyzes and uses functions

to model real-world problems. The student is

expected to:

(P) determine the values of

the trigonometric functions at

the special angles and relate

them in mathematical and

real-world problems

(iii) relate them in real-world

problems

Instruction 9781269614375 376-377 Example 8

Activity 9781269614375 383 Problem 122

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(A) graph a set of parametric

equations

(i) graph a set of parametric

equations

Instruction 9781269614375 685 Example 1

Activity 9781269614375 694 Problem 19

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(B) convert parametric

equations into rectangular

relations and convert

rectangular relations into

parametric equations

(i) convert parametric

equations into rectangular

relationsInstruction 9781269614375 687 Example 3

Activity 9781269614375 694 Problem 20

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(B) convert parametric

equations into rectangular

relations and convert

rectangular relations into

parametric equations

(ii) convert rectangular

relations into parametric

equationsInstruction 9781269614375 691 Example 7

Activity 9781269614375 695 Problem 33

Page 78 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(C) use parametric

equations to model and

solve mathematical and real-

world problems

(i) use parametric equations

to model mathematical

problemsInstruction 9781269614375 692 Example 8

Activity 9781269614375 699 Problem 39

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(C) use parametric

equations to model and

solve mathematical and real-

world problems

(ii) use parametric equations

to model real-world problems

Instruction 9781269614375 690 Example 6

Activity 9781269614375 690-691 Problem 57(a)

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(C) use parametric

equations to model and

solve mathematical and real-

world problems

(iii) use parametric equations

to solve mathematical

problemsInstruction 9781269614375 691 Section 5

Activity 9781269614375 696 Problem 57(a)

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(C) use parametric

equations to model and

solve mathematical and real-

world problems

(iv) use parametric equations

to solve real-world problems

Instruction 9781269614375 690-691 Example 6

Page 79 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

Activity 9781269614375 696 Problem 57(d)

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(D) graph points in the polar

coordinate system and

convert between rectangular

coordinates and polar

coordinates

(i) graph points in the polar

coordinate system

Instruction 9781269614375 577 Example 10

Activity 9781269614375 583 Problem 45

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(D) graph points in the polar

coordinate system and

convert between rectangular

coordinates and polar

coordinates

(ii) convert between

rectangular coordinates and

polar coordinatesInstruction 9781269614375 577 Example 10

Activity 9781269614375 583 Problem 45

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(E) graph polar equations by

plotting points and using

technology

(i) graph polar equations by

plotting points

Instruction 9781269614375 569-570 Example 1

Activity 9781269614375 583 Problem 21

Page 80 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(E) graph polar equations by

plotting points and using

technology

(ii) graph polar equations by

using technology

Instruction 9781269614375 571 Example 4

Activity 9781269614375 583 Problem 19

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(F) determine the conic

section formed when a plane

intersects a double-napped

cone

(i) determine the conic

section formed when a plane

intersects a double-napped

coneInstruction 9781269614375 635 Section 1

Activity 9781269614375 635 “Assess Your Understanding" Problems 1-4

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(G) make connections

between the locus definition

of conic sections and their

equations in rectangular

coordinates

(i) make connections

between the locus definition

of conic sections and their

equations in rectangular

coordinates

Instruction 9781269614375 646 Definition

Activity 9781269614375 699 Problem 38

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(H) use the characteristics of

an ellipse to write the

equation of an ellipse with

center (h, k)

(i) use the characteristics of

an ellipse to write the

equation of an ellipse with

center (h, k)Instruction 9781269614375 647-648 Example 1

Activity 9781269614375 654 Problem 27

Page 81 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(3) Relations and geometric reasoning. The student

uses the process standards in mathematics to

model and make connections between algebraic

and geometric relations. The student is expected to:

(H) use the characteristics of

an ellipse to write the

equation of an ellipse with

center (h, k)

(ii) use the characteristics of

a hyperbola to write the

equation of a hyperbola with

center (h, k)Instruction 9781269614375 664 Example 7

Activity 9781269614375 700 Problem 6

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(A) determine the

relationship between the unit

circle and the definition of a

periodic function to evaluate

trigonometric functions in

mathematical and real-world

problems

(i) determine the relationship

between the unit circle and

the definition of a periodic

function to evaluate

trigonometric functions in

mathematical problems

Instruction 9781269614375 387-388 Example 1

Activity 9781269614375 395 Problem 11

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(A) determine the

relationship between the unit

circle and the definition of a

periodic function to evaluate

trigonometric functions in

mathematical and real-world

problems

(ii) determine the relationship

between the unit circle and

the definition of a periodic

function to evaluate

trigonometric functions in

real-world problems

Instruction 9781269614375 920-921“Connecting the Unit Circle with the Graphs of the

Sine and Cosine Functions”

Activity 9781269614375 921 Problem 13

Page 82 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(B) describe the relationship

between degree and radian

measure on the unit circle

(i) describe the relationship

between degree and radian

measure on the unit circleInstruction 9781269614375 371 Definition

Activity 9781269614375 384 Problem 136

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(C) represent angles in

radians or degrees based on

the concept of rotation and

find the measure of

reference angles and angles

in standard position

(i) represent angles in

radians or degrees based on

the concept of rotationInstruction 9781269614375 359-360 Example 3

Activity 9781269614375 365 Problem 47

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(C) represent angles in

radians or degrees based on

the concept of rotation and

find the measure of

reference angles and angles

in standard position

(ii) find the measure of

reference angles

Instruction 9781269614375 378 Above Example 10

Activity 9781269614375 380 Problem 10

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(C) represent angles in

radians or degrees based on

the concept of rotation and

find the measure of

reference angles and angles

in standard position

(iii) find the measure of

angles in standard position

Instruction 9781269614375 356 Degrees

Activity 9781269614375 365 Problem 20

Page 83 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(D) represent angles in

radians or degrees based on

the concept of rotation in

mathematical and real-world

problems, including linear

and angular velocity

(i) represent angles in

radians or degrees based on

the concept of rotation in

mathematical problems,

including linear velocity

Instruction 9781269614375 363 Section 5

Activity 9781269614375 366 Problem 100

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(D) represent angles in

radians or degrees based on

the concept of rotation in

mathematical and real-world

problems, including linear

and angular velocity

(ii) represent angles in

radians or degrees based on

the concept of rotation in real-

world problems, including

linear velocity

Instruction 9781269614375 364 Example 8

Activity 9781269614375 366 Problem 100

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(D) represent angles in

radians or degrees based on

the concept of rotation in

mathematical and real-world

problems, including linear

and angular velocity

(iii) represent angles in

radians or degrees based on

the concept of rotation in

mathematical problems,

including angular velocity

Instruction 9781269614375 364 Example 8

Activity 9781269614375 366 Problem 97

Page 84 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(D) represent angles in

radians or degrees based on

the concept of rotation in

mathematical and real-world

problems, including linear

and angular velocity

(iv) represent angles in

radians or degrees based on

the concept of rotation in real-

world problems, including

angular velocity

Instruction 9781269614375 363 Section 5

Activity 9781269614375 366 Problem 108

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(E) determine the value of

trigonometric ratios of angles

and solve problems involving

trigonometric ratios in

mathematical and real-world

problems

(i) determine the value of

trigonometric ratios of angles

Instruction 9781269614375 374 Example 5

Activity 9781269614375 381 Problem 35

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(E) determine the value of

trigonometric ratios of angles

and solve problems involving

trigonometric ratios in

mathematical and real-world

problems

(ii) solve problems involving

trigonometric ratios in

mathematical problemsInstruction 9781269614375 378 Example 11

Activity 9781269614375 382 Problem 120

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(E) determine the value of

trigonometric ratios of angles

and solve problems involving

trigonometric ratios in

mathematical and real-world

problems

(iii) solve problems involving

trigonometric ratios in real-

world problemsInstruction 9781269614375 376-377 Example 8

Activity 9781269614375 383 Problem 127

Page 85 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(F) use trigonometry in

mathematical and real-world

problems, including

directional bearing

(i) use trigonometry in

mathematical, including

directional bearingInstruction 9781269614375 515 Example 11

Activity 9781269614375 518 Problem 64

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(F) use trigonometry in

mathematical and real-world

problems, including

directional bearing

(ii) use trigonometry in real-

world problems, including

directional bearingInstruction 9781269614375 515 Example 12

Activity 9781269614375 518 Problem 63

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(G) use the Law of Sines in

mathematical and real-world

problems

(i) use the Law of Sines in

mathematical problems

Instruction 9781269614375 522 Example 2

Activity 9781269614375 527 Problem 23

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(G) use the Law of Sines in

mathematical and real-world

problems

(ii) use the Law of Sines in

real-world problems

Instruction 9781269614375 525 Example 6

Page 86 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

Activity 9781269614375 528 Problem 39

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(H) use the Law of Cosines

in mathematical and real-

world problems

(i) use the Law of Cosines in

mathematical problems

Instruction 9781269614375 533 Example 2

Activity 9781269614375 535 Problem 15

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(H) use the Law of Cosines

in mathematical and real-

world problems

(ii) use the Law of Cosines in

real-world problems

Instruction 9781269614375 533-534 Example 3

Activity 9781269614375 536 Problem 45

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(I) use vectors to model

situations involving

magnitude and direction

(i) use vectors to model

situations involving

magnitude and directionInstruction 9781269614375 600-601 Example 8

Activity 9781269614375 604 Problem 77

Page 87 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(J) represent the addition of

vectors and the multiplication

of a vector by a scalar

geometrically and

symbolically

(i) represent the addition of

vectors geometrically

Instruction 9781269614375 594 Adding Vectors Geometrically

Activity 9781269614375 603 Problem 10

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(J) represent the addition of

vectors and the multiplication

of a vector by a scalar

geometrically and

symbolically

(ii) represent the addition of

vectors symbolically

Instruction 9781269614375 597 Section 3

Activity 9781269614375 621 Problem 39

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(J) represent the addition of

vectors and the multiplication

of a vector by a scalar

geometrically and

symbolically

(iii) represent the

multiplication of a vector by a

scalar geometricallyInstruction 9781269614375 594 Multiplying Vectors by Numbers Geometrically

Activity 9781269614375 603 Problem 16

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(J) represent the addition of

vectors and the multiplication

of a vector by a scalar

geometrically and

symbolically

(iv) represent the

multiplication of a vector by a

scalar symbolicallyInstruction 9781269614375 598 Example 4

Activity 9781269614375 603 Problem 41

Page 88 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(K) apply vector addition and

multiplication of a vector by a

scalar in mathematical and

real-world problems

(i) apply vector addition in

mathematical problems

Instruction 9781269614375 601 Example 9

Activity 9781269614375 605 Problem 86

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(K) apply vector addition and

multiplication of a vector by a

scalar in mathematical and

real-world problems

(ii) apply vector addition in

real-world problems

Instruction 9781269614375 600-601 Example 8

Activity 9781269614375 604 Problem 78

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(K) apply vector addition and

multiplication of a vector by a

scalar in mathematical and

real-world problems

(iii) apply multiplication of a

vector by a scalar in

mathematical problemsInstruction 9781269614375 598 Example 4

Review 9781269614375 631 Problem 60

(4) Number and measure. The student uses

process standards in mathematics to apply

appropriate techniques, tools, and formulas to

calculate measures in mathematical and real-world

problems. The student is expected to:

(K) apply vector addition and

multiplication of a vector by a

scalar in mathematical and

real-world problems

(iv) apply multiplication of a

vector by a scalar in real-

world problemsInstruction 9781269614375 611 Example 7

Activity 9781269614375 622 Problem 78

Page 89 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(A) evaluate finite sums and

geometric series, when

possible, written in sigma

notation

(i) evaluate finite sums

written in sigma notation

Instruction 9781269614375 815 Example 6

Activity 9781269614375 817 Problem 49

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(A) evaluate finite sums and

geometric series, when

possible, written in sigma

notation

(ii) evaluate geometric

series, when possible,

written in sigma notation

Instruction 9781269614375 822 Example 8

Review 9781269614375 838 Problem 16

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(B) represent arithmetic

sequences and geometric

sequences using recursive

formulas

(i) represent arithmetic

sequences using recursive

formulas

Instruction 9781269614375 814 Example 5

Review 9781269614375 838 Problem 20

Page 90 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(B) represent arithmetic

sequences and geometric

sequences using recursive

formulas

(ii) represent geometric

sequences using recursive

formulas

Instruction 9781269614375 819-820 Example 4

Activity 9781269614375 825 Problem 33

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(C) calculate the nth

term

and the nth

partial sum of an

arithmetic series in

mathematical and real-world

problems

(i) calculate the nth

term of

an arithmetic series in

mathematical problemsInstruction 9781269614375 813 Example 4

Activity 9781269614375 816 Problem 25

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(C) calculate the nth

term

and the nth

partial sum of an

arithmetic series in

mathematical and real-world

problems

(ii) calculate the nth

term of

an arithmetic series in real-

world problemsInstruction 9781269614375 815-816 Example 8

Activity 9781269614375 817 Problem 60

Page 91 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(C) calculate the nth

term

and the nth

partial sum of an

arithmetic series in

mathematical and real-world

problems

(iii) calculate the nth

partial

sum of an arithmetic series

in mathematical problemsInstruction 9781269614375 815 Example 7

Review 9781269614375 838 Problem 13

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(C) calculate the nth

term

and the nth

partial sum of an

arithmetic series in

mathematical and real-world

problems

(iv) calculate the nth

partial

sum of an arithmetic series

in real-world problemsInstruction 9781269614375 815-816 Example 8

Review 9781269614375 839 Problem 37

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(D) represent arithmetic

series and geometric series

using sigma notation

(i) represent arithmetic series

using sigma notation

Instruction 9781269614375 803-804 Example 8

Activity 9781269614375 809 Problem 63

Page 92 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(D) represent arithmetic

series and geometric series

using sigma notation

(ii) represent geometric

series using sigma notation

Instruction 9781269614375 803-804 Example 8

Activity 9781269614375 809 Problem 65

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(E) calculate the nth

term of

a geometric series, the nth

partial sum of a geometric

series, and sum of an infinite

geometric series when it

exists

(i) calculate the nth

term of a

geometric series

Instruction 9781269614375 823 Example 9

Activity 9781269614375 825 Problem 33

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(E) calculate the nth

term of

a geometric series, the nth

partial sum of a geometric

series, and sum of an infinite

geometric series when it

exists

(ii) calculate the nth

partial

sum of a geometric series

Instruction 9781269614375 821 Example 6

Activity 9781269614375 825 Problem 45

Page 93 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(E) calculate the nth

term of

a geometric series, the nth

partial sum of a geometric

series, and sum of an infinite

geometric series when it

exists

(iii) calculate the sum of an

infinite geometric series

when it exists

Instruction 9781269614375 822 Example 8

Activity 9781269614375 825 Problem 65

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(F) apply the Binomial

Theorem for the expansion

of (a + b)n in powers of a

and b for a positive integer

n , where a and b are any

numbers

(i) apply the Binomial

Theorem for the expansion

of (a + b)n in powers of a

and b for a positive integer

n , where a and b are any

numbers

Instruction 9781269614375 833 Example 2

Activity 9781269614375 836 Problem 22

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(G) use the properties of

logarithms to evaluate or

transform logarithmic

expressions

(i) use the properties of

logarithms to evaluate or

transform logarithmic

expressions Instruction 9781269614375 304 Example 5

Review 9781269614375 349 Problem 26

Page 94 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(H) generate and solve

logarithmic equations in

mathematical and real-world

problems

(i) generate logarithmic

equations in mathematical

problems

Instruction 9781269614375 323 Example 7

Review 9781269614375 350 Problem 50

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(H) generate and solve

logarithmic equations in

mathematical and real-world

problems

(ii) generate logarithmic

equations in real-world

problems

Instruction 9781269614375 323 Example 7

Review 9781269614375 350 Problem 50

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(H) generate and solve

logarithmic equations in

mathematical and real-world

problems

(iii) solve logarithmic

equations in mathematical

problems

Instruction 9781269614375 310-311 Example 1

Activity 9781269614375 315 Problem 13

Page 95 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(H) generate and solve

logarithmic equations in

mathematical and real-world

problems

(iv) solve logarithmic

equations in real-world

problems

Instruction 9781269614375 323 Example 7

Activity 9781269614375 324 Problem 35

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(I) generate and solve

exponential equations in

mathematical and real-world

problems

(i) generate exponential

equations in mathematical

problems

Instruction 9781269614375 330 Example 3

Activity 9781269614375 335 Problem 7(a)

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(I) generate and solve

exponential equations in

mathematical and real-world

problems

(ii) generate exponential

equations in real-world

problems

Instruction 9781269614375 321 Example 3

Activity 9781269614375 335 Problem 3

Page 96 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(I) generate and solve

exponential equations in

mathematical and real-world

problems

(iii) solve exponential

equations in mathematical

problems

Instruction 9781269614375 312-313 Example 4

Activity 9781269614375 315 Problem 35

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(I) generate and solve

exponential equations in

mathematical and real-world

problems

(iv) solve exponential

equations in real-world

problems

Instruction 9781269614375 321 Example 3

Activity 9781269614375 336 Problem 21

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(J) solve polynomial

equations with real

coefficients by applying a

variety of techniques in

mathematical and real-world

problems

(i) solve polynomial

equations with real

coefficients by applying a

variety of techniques in

mathematical problems

Instruction 9781269614375 202-203 Example 4

Activity 9781269614375 210 Problem 63

Page 97 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(J) solve polynomial

equations with real

coefficients by applying a

variety of techniques in

mathematical and real-world

problems

(ii) solve polynomial

equations with real

coefficients by applying a

variety of techniques in real-

world problems

Instruction 9781269614375 192-193 Example 11

Activity 9781269614375 196 Problem 109

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(K) solve polynomial

inequalities with real

coefficients by applying a

variety of techniques and

write the solution set of the

polynomial inequality in

interval notation in

mathematical and real-world

problems

(i) solve polynomial

inequalities with real

coefficients by applying a

variety of techniques in

mathematical and real-world

problemsInstruction 9781269614375 237 Example 1

Activity 9781269614375 241 Problem 9

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(K) solve polynomial

inequalities with real

coefficients by applying a

variety of techniques and

write the solution set of the

polynomial inequality in

interval notation in

mathematical and real-world

problems

(ii) write the solution set of

the polynomial inequality in

interval notation in

mathematical problems

Instruction 9781269614375 238 Example 2

Activity 9781269614375 242 Problem 59

Page 98 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(K) solve polynomial

inequalities with real

coefficients by applying a

variety of techniques and

write the solution set of the

polynomial inequality in

interval notation in

mathematical and real-world

problems

(iii) write the solution set of

the polynomial inequality in

interval notation in real-world

problems

Instruction 9781269614375 233 Example 6

Activity 9781269614375 236 Problem 55

Activity 9781269614375 243 Problem 81

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(L) solve rational inequalities

with real coefficients by

applying a variety of

techniques and write the

solution set of the rational

inequality in interval notation

in mathematical and real-

world problems

(i) solve rational inequalities

with real coefficients by

applying a variety of

techniques Instruction 9781269614375 239 Example 3

Activity 9781269614375 242 Problem 33

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(L) solve rational inequalities

with real coefficients by

applying a variety of

techniques and write the

solution set of the rational

inequality in interval notation

in mathematical and real-

world problems

(ii) write the solution set of

the rational inequality in

interval notation in

mathematical problemsInstruction 9781269614375 239 Example 3

Activity 9781269614375 242 Problem 41

Page 99 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(L) solve rational inequalities

with real coefficients by

applying a variety of

techniques and write the

solution set of the rational

inequality in interval notation

in mathematical and real-

world problems

(iii) write the solution set of

the rational inequality in

interval notation in real-world

problemsInstruction 9781269614375 915-916 Example 9

Activity 9781269614375 242-243 Problems 77-81

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(M) use trigonometric

identities such as reciprocal,

quotient, Pythagorean,

cofunctions, even/odd, and

sum and difference identities

for cosine and sine to

simplify trigonometric

expressions

(i) use trigonometric

identities for cosine to

simplify trigonometric

expressionsInstruction 9781269614375 470 Example 1

Activity 9781269614375 474 Problem 42

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(M) use trigonometric

identities such as reciprocal,

quotient, Pythagorean,

cofunctions, even/odd, and

sum and difference identities

for cosine and sine to

simplify trigonometric

expressions

(ii) use trigonometric

identities for sine to simplify

trigonometric expressions

Instruction 9781269614375 470 Example 1

Activity 9781269614375 474 Problem 10

Page 100 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(N) generate and solve

trigonometric equations in

mathematical and real-world

problems

(i) generate trigonometric

equations in mathematical

problems

Instruction 9781269614375 477 Example 1

Activity 9781269614375 485 Problem 13

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(N) generate and solve

trigonometric equations in

mathematical and real-world

problems

(ii) generate trigonometric

equations in real-world

problems

Instruction 9781269614375 512-513 Examples 7 and 8

Activity 9781269614375 497 Problem 100(a)

Activity 9781269614375 518 Problem 67

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(N) generate and solve

trigonometric equations in

mathematical and real-world

problems

(iii) solve trigonometric

equations in mathematical

problems

Instruction 9781269614375 483 Example 11

Activity 9781269614375 487 Problem 94

Page 101 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material

Chapter 111. Mathematics §111.42. Precalculus, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(5) Algebraic reasoning. The student uses process

standards in mathematics to evaluate expressions,

describe patterns, formulate models, and solve

equations and inequalities using properties,

procedures, or algorithms. The student is expected

to:

(N) generate and solve

trigonometric equations in

mathematical and real-world

problems

(iv) solve trigonometric

equations in real-world

problems

Instruction 9781269614375 491-492 Example 5

Activity 9781269614375 497 Problem 97

Page 102 of 102 Pearson Education, Inc., publishing as Prentice Hall: 9781269614092 Teacher Material