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