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9-12.A. Algebra
9-12.A-SSE Seeing Structure in Expressions
o 9-12.A-CED.1 Create equations and inequalities in one variable including ones with absolute value and use them to solve problems.
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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)
o 9-12.A-CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate
axes with labels and scales.
o 9-12.A-CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions
as viable or non-viable options in a modeling context.
o 9-12.A-REI.5 Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a
multiple of the other produces a system with the same solutions.
o 9-12.A-REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two
variables.
o 9-12.A-REI.7 Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.
9-12.F Functions
9-12.F-IF Interpreting Functions
9-12.Understand the concept of a function and use function notation
o 9-12.F-IF.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of
the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of
f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
o 9-12.F-IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function
notation in terms of a context.
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o 9-12.F-IF.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.
o 9-12.F-IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using
technology for more complicated cases.
o 9-12.F-IF.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of
the function.
o 9-12.F-IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in
tables, or by verbal descriptions).
o 9-12.F-BF.2 Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model
situations, and translate between the two forms.
o 9-12.F-BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both
positive and
o 9-12.F-BF.4.a Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the
inverse.
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9-12. Extend the domain of trigonometric functions using the unit circle
o 9-12.F-TF.1 Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
o 9-12.F-TF.2 Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers,
interpreted as radian measures of angles traversed counterclockwise around the unit circle.
o 9-12.F-TF.5 Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.
o 9-12.F-TF.8 Prove the Pythagorean identity sin²(theta) + cos²(theta) = 1 and use it to find sin(theta), cos(theta), or tan(theta) given
sin(theta), cos(theta), or tan(theta) and the quadrant of the angle.
9-12.G Geometry
9-12.G-SRT Similarity, Right Triangles, and Trigonometry
9-12.Define trigonometric ratios and solve problems involving right triangles
o 9-12.G-SRT.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to
definitions of trigonometric ratios for acute angles.
o 9-12.G-SRT.7 Explain and use the relationship between the sine and cosine of complementary angles.
o 9-12.G-SRT.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
o 9-12.G-SRT.8.1 Derive and use the trigonometric ratios for special right triangles (30°,60°,90°and 45°,45°,90°).
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o 9-12.S-ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread
(interquartile range, standard deviation) of two or more different data sets.
o 9-12.S-ID.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of
extreme data points (outliers).
o 9-12.S-ID.4 Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population
percentages.
9-12.S-MD Using Probability to Make Decisions
9-12.Use probability to evaluate outcomes of decisions
o 9-12.S-MD.6 Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).
o 9-12.S-MD.7 Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey
goalie at the end of a game).
9-12.Understand independence and conditional probability and use them to interpret data
o 9-12.S-CP.1 Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the
outcomes, or as unions, intersections, or complements of other events (or,and,not).
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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)
o 9-12.S-CP.2 Understand that two events A and B are independent if the probability of A and B occurring together is the product
of their probabilities, and use this characterization to determine if they are independent.
o 9-12.S-CP.3 Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as
saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given
A is the same as the probability of B.
o 9-12.S-CP.2 Understand that two events A and B are independent if the probability of A and B occurring together is the product
of their probabilities, and use this characterization to determine if they are independent.
o 9-12.S-CP.3 Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as
saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given
A is the same as the probability of B.
o 9-12.S-CP.4 Construct and interpret two-way frequency tables of data when two categories are associated with each object
being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional
probabilities.
o 9-12.S-CP.5 Recognize and explain the concepts of conditional probability and independence in everyday language and everyday
situations.
9-12.Use the rules of probability to compute probabilities of compound events in a uniform probability model
o 9-12.S-CP.6 Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A, and interpret the
answer in terms of the model.
o 9-12.S-CP.7 Apply the Addition Rule, P(A or B) = P(A) + P(B) — P(A and B), and interpret the answer in terms of the model.
o 9-12.S-CP.8 Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and
interpret the answer in terms of the model.
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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)
o 9-12.S-CP.9 Use permutations and combinations to compute probabilities of compound events and solve problems.
o 9-12.S-MD.6 Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).
C Calculus
Differentiation
Students demonstrate an understanding of the formal definition of the derivative of a function at a point and the notion of
differentiability.
o Students demonstrate an understanding of the derivative of a function as the slope of the tangent line to the graph of the
function.
o Students demonstrate an understanding of the interpretation of the derivative as an instantaneous rate of change. Students can
use derivatives to solve a variety of problems from physics, chemistry, economics, and so forth that involve the rate of change
of a function.
Students know the chain rule and its proof and applications to the calculation of the derivative of a variety of composite functions.
Students find the derivatives of parametrically defined functions and use implicit differentiation in a wide variety of problems in
physics, chemistry, economics, and so forth.
Integration
Students know the definition of the definite integral by using Riemann sums. They use this definition to approximate integrals.
Students apply the definition of the integral to model problems in physics, economics, and so forth, obtaining results in terms of
integrals.
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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)
Students demonstrate knowledge and proof of the fundamental theorem of calculus and use it to interpret integrals as antiderivatives.
Students use definite integrals in problems involving area, velocity, acceleration, volume of a solid, area of a surface of revolution,
length of a curve, and work.
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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)
Understand the
relationship
between a graph
and its associated
algebraic equation
24th September Summarize, Representation of How decisions are Select a suitable Formative
to 12th October represent, and Data influenced by data way of presenting (Assessment for
interpret data on a Permutations and Collection ? raw statistical data Learning:
single count or Combinations Pre-assessment
measurement Probability Are data driven Discuss advantages Summary
variable Textbook : Cambridge decisions Always Right and/or Quick Writes
International AS and A ? disadvantages that Reflection
Use probability to Level Mathematics particular Journals
evaluate outcomes Statistics by Roger Porkess How can predictions representations Repeat Pre-
of decisions and Sophie Goldie be made based on may have. assessments
data ? Mind Map
Understand the Reflections
Why is it important to terms permutation Performance Task/s:
critically analyze data and combination Board Game “Rolling
in a 21st
for the Big One”
century world? Solve problems And
involving selections “Selection of Party
How can data be
manipulated to Dress”
Understand the
persuade viewers of a meaning of
certain opinion? exclusive and
independent events
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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)
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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)
tangents and
normals, increasing
and decreasing
functions and rates
of change (including
connected rates of
change)
locate stationary
points, and use
information about
stationary points in
sketching graphs
Use definite
integration to find
the area of a region
bounded by a curve
and lines parallel to
the axes, or
between two curves
use definite
integration a
volume of
revolution about
one of the axes
7th January to Summarize, Probability Distribution How to manage Huge Construct a Formative
8th February represent, and The Binomial Data Base Effectively? probability (Assessment for
interpret data on a Distribution distribution table Learning:
single count or Expectation and How can one select & relating to a given Pre-assessment
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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)
11th February to Write expressions in Series: Sequences How can patterns be Recognize Formative
12th April equivalent forms to Geometric Sequence represented? arithmetic and (Assessment for
solve problems Vectors geometric Learning:
Textbook : Cambridge What are the progressions Summary
Represent and International AS and A advantages and Thumbs Up,
model with vector Level Mathematics Pure disadvantages of a Use the formulae Thumbs Down
quantities. Mathematics 1 by Roger recursive rule for the nth term and Traffic Light
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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)
Porkess and Sophie Goldie compared to an for the sum of the Turn and Talk
explicit rule? first n terms Math Journal
to solve problems (notebook or
involving arithmetic sheet of paper)
or geometric Problem Solving
progressions Questionnaires
Questioning
Calculate the Exit card
magnitude of a Think-Pair-Share.
vector and the The teacher involves
scalar product of students thinking
two about a question,
vectors. pairing off and
discussing the
Use the scalar question with a
product to classmate, and then
determine the angle sharing their answers
between two with the whole class.
directions
and to solve Performance Task/s:
problems “Explaining Patterns in
concerning nature “Presentation
perpendicularity of And
vectors. “Treasure Hunt “
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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)
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