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- Term 1 Assignment

Ms. Han
HS Room 214
Functions and Their Graphs; Polynomial and Rational Functions

Perhaps the most useful idea for modeling the real world is the concept of function. If a person drops a stone from the
leaning tower of Pisa, we know that the stone will fall. But this general description doesnt help us figure out when the
stone will hit the ground. To find out, we need a rule that relates the distance d the stone falls to the time it has been
falling. In this chapter we will study properties of functions and how function models can help us to get precise
information about the thing or process being modeled.

Topic Overview
What Is a Function? Polynomial Functions and Their Graphs
Graphs of Functions Dividing Polynomials
Getting Information from the Graph of a Real Zeros of Polynomials
Function Complex Numbers
Average Rate of Change of a Function Complex Zeros and the Fundamental Theorem
Transformations of Functions of Algebra
Combining Functions Rational Functions
One-to-One Functions and Their Inverses

Essential Questions
What is a function?
What is the difference between a vertical/horizontal stretch and a vertical/horizontal shift?
What is a polynomial function?
What is a slant asymptote?
Reference Materials
J. Stewart, L. Redlin and S. Watson, Precalculus: Mathematics for Calculus, Sixth Edition. (2012: Cengage Learning,
Belmont, CA)

Skills Mastery Check

Interpreting Functions
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)
Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function
notation in terms of a context. (10.IF.2)
For a function that models a relationship between two quantities, interpret key features of graphs and tables in
terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key
features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative
maximums and minimums; symmetries; end behavior; and periodicity. (10.IF.4)
Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a
specified interval. Estimate the rate of change from a graph.(10.IF.6)
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using
technology for more complicated cases. Graph polynomial functions, identifying zeros when suitable
factorizations are available, and showing end behavior. (10.IF.7.c)
Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and
showing end behavior. (10.IF.7.d)

Building Functions
Write a function that describes a relationship between two quantities. Combine standard function types using
arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a
constant function to a decaying exponential, and relate these functions to the model.(10.BF.1.b)
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 negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of
the effects on the graph using technology. Include recognizing even and odd functions from their graphs and
algebraic expressions for them. (10.BF.3)
Find inverse functions. Verify by composition that one function is the inverse of another. (10.BF.4.b)
Learning Objectives
Day Topics Homework
Students will be able to
1 Course Introduction
To identify and describe different types of functions
Checkpoint I used in their historical monuments from their prior
2.1 What Is a Function? To understand the idea of function, viewed as the
dependence of one quantity on a different quantity.
2.2 Graphs of Functions To introduce graphs of piecewise-defined functions.
2.3 Getting Information To understanding whether the values of a function
from the Graph of a are increasing or decreasing and where the maximum
4 Function and minimum values of a function are. (10.IF.4)
2.4 Average Rate of
To understand the average rate of change. (10.IF.6)
Change of a Function
2.5 Transformations of To transform a given function to a different one by
Functions shifting, stretching, and reflection. (10.BF.3)
Checkpoint II To use Desmos to find the functions of their
historical monuments.
Checkpoint III To design and draw blueprints of their historical
monuments that will be built at Dalton Square.
2.6 Combining Functions To add, subtract, multiply, and divide the functions.
2.7 One-to-One Functions To learn algebraic and geometric properties of
and Their Inverses inverse functions. (10.BF.4.b)
10 Chapter 2 Quiz
Checkpoint IV To use linear, power, root, reciprocal, absolute, and
piecewise functions and their transformations.
3.1 Quadratic Functions To graph quadratic functions and their models.
and Models (10.IF.7.c)
3.2 Polynomial Functions To learn characteristics of polynomial graphs:
and Their Graphs smoothness, continuity, end behavior, and boundaries
on the number of local maxima and minima.
Checkpoint V To use polynomial graphs with power of 3 or greater.
3.3 Dividing Polynomials To learn the division algorithm for polynomials.
3.4 Real Zeros of To study some algebraic methods to find the real
14 Polynomials zeros of a polynomial and thereby factor the
polynomial. (10.IF.7.c)
3.5 Complex Numbers To solve arithmetic operations with complex
numbers. (10.BF.1.b)
3.6 Complex Zeros and
16 the Fundamental Theorem To complete the factorization theorem. (10.IF.8.a)
of Algebra
17 3.7 Rational Functions To graph rational functions. (10.IF.7.d)
18 Checkpoint VI To use rational functions.
19 Chapter 3 Quiz
20 MAPS Testing
21-22 Project Week
*The schedule above is tentative. Please check the classroom board and Google classroom for the updates.
Expansion Pack: Please speak to me if you are interested in additional exercises.

Grading Breakdown

Quizzes 30%
Term 1 Project 25%
Homework 15%
Class Assignment 15%
Participation 15%

Grading Rubric

Quizzes: The purpose of chapter quizzes is to keep all students on top of their learning throughout the term, and
also to provide guideline to study for the final exam. Work needs to be shown for each problem. Incorrect answers
but well-written work with simple calculation mistakes will earn partial credit. Cheating on a quiz or plagiarizing
in any way, shape, or form is not acceptable and will result in an F and possible disciplinary action.

Homework: Students will be assigned homework every class and they are to have completed it by the following
class unless specific instructions are given. Students should take an average one hour to complete their homework.
Homework will be mostly graded by completion-base. Complete work earns full point, incomplete work earns half
point, and no or little work earns zero point. Late homework will be not accepted. Students who are absent on the
due date of an assignment, they must turn their homework in on the next following class day to be accepted for
credit. Homework must be done independently in which no show of work will be considered incorrect.

Class Assignment: Class assignments will be given to students throughout the term. Each class assignment worth
10 points and this will be graded based on the corrections. Class assignments may include problem sets,
worksheets or group activities. Most class assignments will be done in class. If a student is absent when class
assignment is given, he/she has to make up when he/she returns to school.

Participation: A typical class will be combination of whole class instruction led by the teacher and group work
led by students. Students are expected to pay undivided attention to teacher during whole class instruction, and
active involvement with group mates during group work time. Failure to meet these expectations will result
penalty in participation points.
Term 1 Project:

Students will need a textbook, three notebooks, pencils (no work in pen will be accepted), erasers, color pens, and
a graphing calculator in every class.
Important Dates
Chapter 2 Quiz on Thursday, September 7th
Chapter 2 Quiz Review (Lab)
- Green on Monday, September 11th
- Blue on Tuesday, September 12th
- Black on Wednesday, September 13th
Chapter 3 Quiz on Thursday, September 28th
Chapter 3 Quiz Review (Lab)
- Green on Monday, October 9th
- Blue on Tuesday, October 10th
- Black on Wednesday, October 11th
Term 1 Project due on Monday, October 16th (at end of the class)

Use below table to keep track of your progress throughout the school year.

Accomplishment Table

Assessment Title Weight Due Date Points Earned Percentage Earned

/ Points Possible
Chapter Quizzes 30% /

Term 1 Project 25% /

Homework 15% /

Class Assignment 15% /

Participation 15% /

Assignment Signature Sheet

Students: Please read the term assignment and share it with your parents. Then you and your parents should sign
this sheet. Please return this sheet by Monday, August 21. If not check by Monday, you will receive a ZERO!

I have read the policies and expectations for the Pre-Calculus class and understand them. If I choose not to
meet these expectations, I am willing to accept the consequences.

Student Printed Name: Parent/Guardian Printed Name:

__________________________________ __________________________________

Student Signature: Parent/Guardian Signature:

__________________________________ __________________________________

Date: ________________ Date: ________________

Parent/Guardian: If you have an email address you would like the teacher to use to communicate with you about
your child's progress, please include it here:



Ms. Han