to the California Common Core State Standards for ... Int math1stdsmap PIM... · Publisher: Pearson Program Title: Pearson Integrated High School Mathematics, Mathematics III Common

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A Correlation of Pearson Integrated High School Mathematics

Mathematics III Common Core, ©2014

to the California Common Core State Standards

for Mathematics Standards Map Mathematics III

Publisher: Pearson Program Title: Pearson Integrated High School Mathematics, Mathematics III Common Core Components: SE = Student Edition; TG = Teacher’s Guide

© California Department of Education July 2014 California Common Core State Standards Map: Mathematics III Page 2

California Common Core State Standards for Mathematics Standards Map

Mathematics III

Indicates a modeling standard linking mathematics to everyday life, work, and decision-making.

(+) Indicates additional mathematics to prepare students for advanced courses.

Publisher Citations Meets Standard For Reviewer Use Only

Standard No. Standard Language1 Y N Reviewer Notes

NUMBER AND QUANTITY

Domain THE COMPLEX NUMBER SYSTEM

Cluster Use complex numbers in polynomial identities and equations. [Polynomials with real coefficients; apply N.CN.9 to higher degree polynomials.]

N‐CN 8. (+) Extend polynomial identities to the complex numbers.

SE: 282‐289, 290‐294, 295‐300 TG: 282‐288, 289‐291, 292‐297

N‐CN 9. (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.

SE: 295‐300 TG: 292‐297

1 For some standards that appear in multiple courses (e.g., Mathematics II and Mathematics III), some examples included in the language of the standard that did not apply to this standards map were removed.





ALGEBRA

Domain SEEING STRUCTURE IN EXPRESSIONS

Cluster Interpret the structure of expressions. [Polynomial and rational]

A‐SSE 1a. Interpret expressions that represent a quantity in terms of its context. Interpret parts of an expression, such as terms, factors, and coefficients.

Please see Pearson Integrated Mathematics, Mathematics I Common Core: SE: 6‐7, 12, 129‐134, 146‐157, 186‐194, 195‐202, 283‐290, 309‐318, 329‐336, 344‐353 TG: 5‐11, 119‐125, 134‐141, 172‐180, 181‐188, 274‐280, 298‐306, 314‐320, 327‐334

A‐SSE 1b. Interpret expressions that represent a quantity in terms of its context. Interpret complicated expressions by viewing one or more of their parts as a single entity.

SE: 193‐202 TG: 194‐201

A‐SSE 2. Use the structure of an expression to identify ways to rewrite it.

SE: 169, 170‐171, 172‐173, 174‐176, 177, 185‐186, 187‐188, 189‐190, 191‐192, 425‐427, 428‐431, 432‐433, 434‐435, 436, 437‐438, 439‐440, 441‐442, 443, 444‐445, 446‐448, 449, 450‐452, 453‐454, 455, 456‐458 TG: 170‐178, 186‐195, 413‐418, 419‐425, 426‐433, 434‐441





Cluster Write expressions in equivalent forms to solve problems.

A‐SSE 4. Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.

SE: 720‐721, 722‐727 TG: 689, 690‐693

Domain ARITHMETIC WITH POLYNOMIALS AND RATIONAL EXPRESSIONS

Cluster Perform arithmetic operations on polynomials. [Beyond quadratic]

A‐APR 1. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

SE: 250‐255, 322‐329 TG: 251‐256, 318‐325

Cluster Understand the relationship between zeros and factors of polynomials.

A‐APR 2. Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).

SE: 256‐262, 273‐278 TG: 257‐262, 274‐278

A‐APR 3. Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.

SE: 178‐181, 256‐262, 282‐286, 295‐298, 301 TG: 179‐182, 257‐262, 282‐286, 292‐295, 299





Cluster Use polynomial identities to solve problems.

A‐APR 4. Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x2 + y2)2 = (x2 – y2)2 + (2xy)2 can be used to generate Pythagorean triples.

SE: 290‐293, 309‐312 TG: 289‐290, 307‐308

A‐APR 5. (+) Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle.2

SE: 303‐308, 309‐312 TG: 301‐306, 307‐308

Cluster Rewrite rational expressions. [Linear and quadratic denominators]

A‐APR 6. Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), wherea(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.

SE: 273‐278, 339‐343 TG: 274‐278, 337‐340

A‐APR 7. (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.

For related content, please see: SE: 339‐346, 356‐362 TG: 337‐342, 344‐348, 350‐357

2. The Binomial Theorem may be proven by mathematical induction or by a combinatorial argument.





Domain CREATING EQUATIONS

Cluster Create equations that describe numbers or relationships. [Equations using all available types of expressions, including simple root functions]

A‐CED 1. Create equations and inequalities in one variable including ones with absolute value and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. CA

SE: 55‐59, 63‐69, 185‐189, 193‐198, 401‐404, 413‐415, 459‐463, 562‐566 TG: 53‐57, 60‐64, 186‐190, 194‐198, 392‐395, 400‐401, 442‐446, 538‐539

A‐CED 2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

SE: 73‐78, 110‐114, 160‐163, 363‐368, 505‐511 TG: 69‐73, 107‐111, 161‐165, 358‐363, 487‐492

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. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.

SE: 102‐109, 119‐125 TG: 98‐106, 115‐123

A‐CED 4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

SE: 477‐487, 660‐667 TG: 457‐465, 632‐639





Domain REASONING WITH EQUATIONS AND INEQUALITIES

Cluster Understand solving equations as a process of reasoning and explain the reasoning. [Simple radical and rational]

A‐REI 2. Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

SE: 401‐404, 459‐463 TG: 392‐395, 442‐446

Cluster Represent and solve equations and inequalities graphically. [Combine polynomial, rational, radical, absolute value, and exponential functions.]

A‐REI 11. Explain why the x‐coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.

SE: 203‐207, 265‐269, 401‐404, 409‐412, 459‐463, 562‐566 TG: 202‐205, 266‐270, 392‐395, 399, 442‐446, 538‐539

FUNCTIONS

Domain INTERPRETING FUNCTIONS

Cluster Interpret functions that arise in applications in terms of the context. [Include rational, square root and cube root; emphasize selection of appropriate models.]





F‐IF 4. 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.

SE: 73‐78, 151‐156, 239‐244, 313‐318, 376‐381, 385‐392, 488‐494, 573‐577 TG: 69‐73, 151‐156, 240‐245, 309‐313, 369‐374, 379‐385, 466‐470, 549‐553

F‐IF 5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.

Please see Pearson Integrated Mathematics, Mathematics I Common Core: SE: 135‐143, 291‐300 TG: 126‐132, 281‐289 Also see Pearson Integrated Mathematics, Mathematics II Common Core: SE: 707‐715, 732‐739 TG: 687‐696 , 710‐716

F‐IF 6. 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.

SE: 151‐156, 160‐163, 167‐168, 313‐318 TG: 151‐156, 161‐165, 169, 309‐313





Cluster Analyze functions using different representations. [Include rational and radical; focus on using key features to guide selection of appropriate type of model function.]

F‐IF 7b. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph square root, cube root, and piecewise‐defined functions, including step functions and absolute value functions.

Please see Pearson Integrated Mathematics, Mathematics II Common Core: SE: 919‐929, 930‐937 TG: 884‐892, 893‐901

F‐IF 7c. 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.

SE: 241‐244, 256‐264, 301‐302, 313‐321, 322‐329 TG: 239‐244, 257‐265, 299‐300, 309‐317, 318‐325

F‐IF 7e. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.

SE: 505‐514, 515‐524, 525‐534, 542‐550, 551‐552, 597‐606, 607‐609, 610‐618, 619‐627, 628‐637, 641‐650 TG: 487‐495, 496‐504, 505‐514, 522‐529, 530, 574‐583, 584‐585, 586‐593, 594‐600, 601‐609, 612‐621





F‐IF 8. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

Please see Pearson Integrated Mathematics, Mathematics II Common Core: SE: 750‐759, 760‐767 TG: 725‐732, 733‐740

F‐IF 9. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

SE: 160‐163, 322‐326, 385‐392, 488‐494 TG: 161‐165, 318‐322, 379‐385, 466‐470

Domain BUILDING FUNCTIONS

Cluster Build a function that models a relationship between two quantities. [Include all types of functions studied.]

F‐BF 1b. 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.

Please see Pearson Integrated Mathematics, Mathematics II Common Core: SE: 791799, 938‐944 TG: 759‐766, 902‐907

Cluster Build new functions from existing functions. [Include simple, radical, rational, and exponential functions; emphasize common effect of each transformation across function types.





F‐BF 3. Identify the effect on the graph of replacing f(x) by f(x) + k, kf(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.

SE: 81‐87, 91‐96, 151‐156, 248‐249, 322‐326, 628‐635 TG: 77‐82, 87‐91, 151‐156, 250, 318‐322, 601‐606

F‐BF 4a. Find inverse functions. 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. For example, f(x) = (x + 1)/(x 1) for x ≠ 1.

SE: 477—487, 525—534 TG: 457—465, 505—514

Domain LINEAR, QUADRATIC, AND EXPONENTIAL MODELS

Cluster Construct and compare linear, quadratic, and exponential models and solve problems.

F‐LE 4. For exponential models, express as a logarithm the solution to abct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. [Logarithms as solutions for exponentials]

SE: 542‐547, 553‐560 TG: 522‐526, 531‐534

F‐LE 4.1 Prove simple laws of logarithms. CA SE: 534 (#55‐57), 535‐537 TG: 513 (#55‐57), 515‐517





F‐LE 4.2 Use the definition of logarithms to translate between logarithms in any base. CA

Students use the definition of logarithms to evaluate expressions and to translate equations between logarithmic and exponential form. They use the Change of Base formula to rewrite logarithms using different bases. SE: 525‐526, 533‐534, 537‐538, 540‐541, 542‐550, 553‐561, 568‐569 TG: 506, 512‐513, 517‐518, 520, 523‐528, 532‐536, 542‐543

F‐LE 4.3 Understand and use the properties of logarithms to simplify logarithmic numeric expressions and to identify their approximate values. CA

SE: 526‐527, 531‐533, 535‐541, 542‐550, 553‐561, 568‐569 TG: 507, 511, 515‐521, 523‐528, 532‐536, 542‐543

Domain TRIGONOMETRIC FUNCTIONS

Cluster Extend the domain of trigonometric functions using the unit circle.

F‐TF 1. Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.

SE: 581‐586, 589‐594 TG: 557‐561, 566‐570





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.

SE: 581‐586, 589‐594, 597‐603, 610‐615, 619‐623, 641‐646 TG: 557‐561, 566‐570, 574‐579, 586‐590, 594‐597, 612‐617

F‐TF 2.1 Graph all 6 basic trigonometric functions. CA

SE: 597‐606, 607‐609, 610‐618, 619‐6627, 628‐637, 638‐640, 644‐645, 648‐650, 651, 680‐682 TG: 575‐583, 584‐585, 586‐593, 594‐600, 601‐609, 610‐611, 616, 618‐621, 622‐623, 650‐652

Cluster Model periodic phenomena with trigonometric functions.

F‐TF 5. Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.

SE: 597‐603, 610‐615, 619‐623, 628‐635, 641‐646 TG: 574‐579, 586‐590, 594‐597, 601‐606, 612‐617

GEOMETRY

Domain SIMILARITY, RIGHT TRIANGLES, AND TRIGONOMETRY

Cluster Apply trigonometry to general triangles.

G‐SRT 9. (+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.

SE: 660‐667 TG: 632‐639





G‐SRT 10. (+) Prove the Laws of Sines and Cosines and use them to solve problems.

SE: 660‐667, 670‐678 TG: 632‐639, 641‐647

G‐SRT 11. (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non‐right triangles (e.g., surveying problems, resultant forces).

SE: 660‐667, 668‐669, 670‐678 TG: 632‐639, 640, 641‐647

Domain EXPRESSING GEOMETRIC PROPERTIES WITH EQUATIONS

Cluster Translate between the geometric description and the equation for a conic section.

G‐GPE 3.1 Given a quadratic equation of the form ax2 + by2 + cx + dy + e = 0, use the method for completing the square to put the equation into standard form; identify whether the graph of the equation is a circle, ellipse, parabola, or hyperbola and graph the equation. [In Mathematics III, this standard addresses only circles and parabolas.] CA

For related content, please see: SE: 212‐221 TE: 210‐220

Domain GEOMETRIC MEASUREMENT AND DIMENSION

Cluster Visualize relationships between two‐dimensional and three‐dimensional objects.





G‐GMD 4. Identify the shapes of two‐dimensional cross‐sections of three‐dimensional objects, and identify three‐dimensional objects generated by rotations of two‐dimensional objects.

SE: 774‐780, 794‐797 TG: 738‐742, 754‐756

Domain MODELING WITH GEOMETRY

Cluster Apply geometric concepts in modeling situations.

G‐MG 1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

SE: 755‐760, 765‐769, 785‐789, 823‐827, 832‐835 TG: 724‐727, 731‐734, 746‐749, 782‐786, 790‐792

G‐MG 2. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).

SE: 747‐750, 755‐760, 785‐789 TG: 717‐720, 724‐727, 746‐749

G‐MG 3. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).

SE: 747‐750, 755‐760, 785‐789 TG: 717‐720, 724‐727, 746‐749





STATISTICS AND PROBABILITY

Domain INTERPRETING CATEGORICAL AND QUANTITATIVE DATA

Cluster Summarize, represent, and interpret data on a single count or measurement variable.

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. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.

SE: 13‐14, 34‐38 TG: 13, 33‐37

Domain MAKING INFERENCES AND JUSTIFYING CONCLUSIONS

Cluster Understand and evaluate random processes underlying statistical experiments.

S‐IC 1. Understand statistics as a process for making inferences about population parameters based on a random sample from that population.

SE: 22‐25 TG: 22‐25

S‐IC 2. Decide if a specified model is consistent with results from a given data‐generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model?

SE: 29‐33 TG: 30‐31

Cluster Make inferences and justify conclusions from sample surveys, experiments, and observational studies.





S‐IC 3. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.

SE: 22‐25 TG: 22‐25

S‐IC 4. Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.

SE: 42‐45 TG: 41‐42

S‐IC 5. Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.

SE: 46‐49 TG: 43‐44

S‐IC 6. Evaluate reports based on data. SE: 3‐8, 15‐18, 22‐25 TG: 5‐9, 15‐18, 22‐25

Domain USING PROBABILITY TO MAKE DECISIONS

Cluster Use probability to evaluate outcomes of decisions. [Include more complex situations.]

S‐MD 6. (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).

For related content, please see: Mathematics III SE: 29—33 TG: 30—32

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).

For related content, please see: Mathematics III SE: 46—49 TG: 43—44





MATHEMATICAL PRACTICES

MP 1. Make sense of problems and persevere in solving them.

Pearson’s Integrated High School Mathematics, Mathematics III Common Core five‐step lesson design raises student achievement. Every step in the lesson connects to the Standards for Mathematical Practice. Students make sense of problems and persevere in solving them by: • Considering or attempting multiple entry points • Analyzing information (givens, constraints, relationships, goals) • Making conjectures and plan a solution pathway • Using objects, drawings, and diagrams to solve problems • Monitoring progress and change course as necessary • Checking answers to problems and ask, “Does this make sense?” SE: 10, 20, 27, 29‐33, 39, 42‐45, 46‐49, 52, 61, 71, 79‐80, 89, 97, 108, 117, 124, 126‐130, 133, 141, 148 TG: 11, 20, 27, 30‐32, 38, 41‐42, 43‐44, 48, 58, 60, 66, 69, 74‐75, 84, 87, 93, 104, 112, 120, 124‐127





MP 2. Reason abstractly and quantitatively. Pearson’s Integrated High School Mathematics, Mathematics III Common Core five‐step lesson design raises student achievement. Every step in the lesson connects to the Standards for Mathematical Practice. Students reason abstractly and quantitatively through: • Making sense of quantities and relationships in problem situations • Representing abstract situations symbolically • Creating a coherent representation of the problem • Translating from contextualized to generalized or vice versa • Flexibly use properties of operations SE: 12, 27, 28, 110‐114, 124, 138‐139, 141‐142, 148, 158, 159, 184, 200‐201, 211, 255, 272, 282‐286, 289, 290‐294, 299‐300, 301‐302 TG: 11, 26, 28, 52, 53, 107‐111, 120, 132, 135, 137‐138, 146, 156, 159, 183, 208, 255, 272, 282‐286, 287, 289‐291





MP 3. Construct viable arguments and critique the reasoning of others.

Pearson’s Integrated High School Mathematics, Mathematics III Common Core five‐step lesson design raises student achievement. Every step in the lesson connects to the Standards for Mathematical Practice. Students construct viable arguments and critique the reasoning of others while: • Using definitions and previously established causes/effects (results) in constructing arguments • Making conjectures and use counterexamples to build a logical progression of statements to explore and support their ideas • Listening to or read the arguments of others • Asking probing questions to other students SE: 10‐11, 20‐21, 27, 39‐40, 61‐62, 70‐72, 79‐80, 89‐90, 97‐98, 108‐109, 116‐118, 124, 132‐133, 141‐142, 158, 164‐166, 176‐177, 183‐184, 191, 200 TG: 10‐11, 19‐20, 22, 26, 28, 33, 37‐39, 51, 58, 65‐67, 73, 75, 83‐85, 92‐94, 103, 105, 112‐113, 121, 129, 137‐138





MP 3.1 Students build proofs by induction and proofs by contradiction. CA [for higher mathematics only].

N/A

MP 4. Model with mathematics. Pearson’s Integrated High School Mathematics, Mathematics III Common Core five‐step lesson design raises student achievement. Every step in the lesson connects to the Standards for Mathematical Practice. Students model with mathematics by: • Determining equation that represents a situation • Illustrating mathematical relationships using diagrams, two‐way tables, graphs, flowcharts, and formulas • Applying assumptions to make a problem simpler • Checking to see if an answer makes sense within the context of a situation and change a model when necessary SE: 11‐12, 20, 28, 33, 39, 46‐49, 52, 62, 72, 80, 89, 98, 109, 117‐118, 124, 133‐134, 141‐142, 148, 158, 165 TG: 11, 20, 28, 32, 38, 43‐44, 48, 58, 67, 75, 84, 94, 105, 113, 120, 130, 137‐138, 146, 157, 166





MP 5. Use appropriate tools strategically. Pearson’s Integrated High School Mathematics, Mathematics III Common Core five‐step lesson design raises student achievement. Every step in the lesson connects to the Standards for Mathematical Practice. Students use appropriate tools strategically by: • Choosing tools that are appropriate for the task. Examples: Manipulatives, Calculators, Rulers, and Digital Technology • Using technological tools to visualize the results of assumptions, explore consequences, and compare predictions with data • Identifying relevant external math resources (digital content on a website) and use them to pose or solve problems SE: 7, 17, 41, 90, 98, 99‐101, 109, 139, 141‐142, 160, 180, 184, 208, 248‐249, 268, 297, 302, 372‐375, 397‐400, 413‐417 TG: 9, 17, 39, 52, 85, 94, 96‐97, 105, 138, 162, 179‐181, 206, 250, 269, 294, 300, 368‐369, 390‐391, 400‐402, 530





MP 6. Attend to precision. Pearson’s Integrated High School Mathematics, Mathematics III Common Core five‐step lesson design raises student achievement. Every step in the lesson connects to the Standards for Mathematical Practice. Students attend to precision while: • Communicating precisely using appropriate terminology • Specifying units of measure and provide accurate labels on graphs • Expressing numerical answers with appropriate degree of precision • Providing carefully formulated explanations SE: 29‐33, 42‐45, 52, 61, 183‐184, 200‐202, 212‐213, 236, 250‐252, 274‐278, 325, 422, 425‐427, 506‐508, 576, 589‐590, 696‐699, 703‐707, 794‐796, 871 TG: 5, 30‐32, 41‐42, 48, 51, 57, 183, 199‐200, 210‐211, 236, 251‐253, 274‐278, 321, 408, 412, 414, 486, 548, 566‐567, 667





MP 7. Look for and make use of structure. Pearson’s Integrated High School Mathematics, Mathematics III Common Core five‐step lesson design raises student achievement. Every step in the lesson connects to the Standards for Mathematical Practice. Students look for and make use of structure through: • Looking for patterns or structure, recognizing that quantities can be represented in different ways • Using knowledge of properties to efficiently solve problems • Viewing complicated quantities both as single objects or compositions of several objects SE: 72, 81‐82, 102, 119‐121, 152‐156, 159, 167‐168, 222‐224, 290‐294, 309‐312, 322‐325, 354‐355, 432‐434, 440‐441, 450‐451, 515‐517, 815‐816, 821‐822, 839‐842, 855 TG: 52, 67, 77‐78, 98, 115‐117, 149, 152‐156, 158, 169, 221‐223, 289‐291, 307, 318, 347‐348, 420, 427, 435, 496, 771, 781





MP 8. Look for and express regularity in repeated reasoning.

Pearson’s Integrated High School Mathematics, Mathematics III Common Core five‐step lesson design raises student achievement. Every step in the lesson connects to the Standards for Mathematical Practice. Students look for and express regularity in repeated reasoning when: • Noticing repeated calculations and look for general methods and shortcuts • Continually evaluating the reasonableness of intermediate results while attending to details and make generalizations based on findings SE: 15‐17, 138‐139, 184, 193‐194, 274‐278, 282‐286, 290‐294, 303‐305, 336, 505, 510, 573‐575, 755‐760, 863, 871 TG: 15, 135, 183, 194‐196, 274‐278, 282‐286, 289‐291, 301, 332, 336, 486, 488, 548, 705, 821, 829

to the California Common Core State Standards for ... Int math1stdsmap PIM... · Publisher: Pearson Program Title: Pearson Integrated High School Mathematics, Mathematics III Common

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