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Math Analysis This discipline combines many of the trigonometric, geometric, and algebraic techniques needed to prepare students for the study of calculus and strengthens their conceptual understanding of problems and mathematical reasoning in solving problems. These California State Standards take a functional point of view toward those topics. The most significant new concept is that of limits. This mathematical analysis course is combined with trigonometry, probability, and linear algebra to make a year-long precalculus course. Click here for additional resources. MATH ANALYSIS STANDARDS 1.0 Students are familiar with, and can apply, polar coordinates and vectors in the plane. In particular, they can translate between polar and rectangular coordinates and can interpret polar coordinates and vectors graphically. 2.0 Students are adept at the arithmetic of complex numbers. They can use the trigonometric form of complex numbers and understand that a function of a complex variable can be viewed as a function of two real variables. They know the proof of DeMoivre's theorem. 3.0 Students can give proofs of various formulas by using the technique of mathematical induction. 4.0 Students know the statement of, and can apply, the fundamental theorem of algebra. 5.0 Students are familiar with conic sections, both analytically and geometrically: 5.1 Students can take a quadratic equation in two variables; put it in standard form by completing the square and using rotations and translations, if necessary; determine what type of conic section the equation represents; and determine its geometric components (foci, asymptotes, and so forth). 5.2 Students can take a geometric description of a conic section - for example, the locus of points whose sum of its distances from (1, 0) and (-1, 0) is 6 - and derive a quadratic equation representing it. 6.0 Students find the roots and poles of a rational function and can graph the function and locate its asymptotes. 7.0 Students demonstrate an understanding of functions and equations defined parametrically and can graph them. 8.0 Students are familiar with the notion of the limit of a sequence and the limit of a function as the independent variable approaches a number or infinity. They determine whether certain sequences converge or diverge. TRIGONOMETRY STANDARDS Trigonometry uses the techniques that students have previously learned from the study of algebra and geometry. The trigonometric functions studied are defined geometrically rather than in terms of algebraic equations. Facility with these functions as well as the ability to prove basic identities regarding them is especially important for students intending to study calculus, more advanced mathematics, physics and other sciences, and engineering in college. 1.0 Students understand the notion of angle and how to measure it, in both degrees and radians. They can convert between degrees and radians. 2.0 Students know the definition of sine and cosine as y- and x- coordinates of points on the unit circle and are familiar with the graphs of the sine and cosine functions. 3.0 Students know the identity cos2 (x) + sin2 (x) = 1: 3.1 Students prove that this identity is equivalent to the Pythagorean theorem (i.e., students can prove this identity by using the Pythagorean theorem and, conversely, they can prove the Pythagorean theorem as a consequence of this identity). 3.2 Students prove other trigonometric identities and simplify others by using the identity cos2 (x) + sin2 (x) = 1. For example, students use this identity to prove that sec2 (x) = tan2 (x) + 1. 4.0 Students graph functions of the form f(t) = A sin ( Bt + C ) or f(t) = A cos ( Bt + C) and interpret A, B, and C in terms of amplitude, frequency, period, and phase shift. 5.0 Students know the definitions of the tangent and cotangent functions and can graph them. 6.0 Students know the definitions of the secant and cosecant functions and can graph them. 7.0 Students know that the tangent of the angle that a line makes with the x- axis is equal to the slope of the line. 8.0 Students know the definitions of the inverse trigonometric functions and can graph the functions. 9.0 Students compute, by hand, the values of the trigonometric functions and the inverse trigonometric functions at various standard points. 10.0 Students demonstrate an understanding of the addition formulas for sines and cosines and their proofs and can use those formulas to prove and/ or simplify other trigonometric identities. 11.0 Students demonstrate an understanding of half-angle and double-angle formulas for sines and cosines and can use those formulas to prove and/ or simplify other trigonometric identities. 12.0 Students use trigonometry to determine unknown sides or angles in right triangles. 13.0 Students know the law of sines and the law of cosines and apply those laws to solve problems. 14.0 Students determine the area of a triangle, given one angle and the two adjacent sides. 15.0 Students are familiar with polar coordinates. In particular, they can determine polar coordinates of a point given in rectangular coordinates and vice versa. 16.0 Students represent equations given in rectangular coordinates in terms of polar coordinates. 17.0 Students are familiar with complex numbers. They can represent a complex number in polar form and know how to multiply complex numbers in their polar form. 18.0 Students know DeMoivre's theorem and can give n th roots of a complex number given in polar form. 19.0 Students are adept at using trigonometry in a variety of applications and word problems. PROBABILITY STANDARDS This discipline is an introduction to the study of probability, interpretation of data, and fundamental statistical problem solving. 1.0 Students know the definition of the notion of independent events and can use the rules for addition, multiplication, and complementation to solve for probabilities of particular events in finite sample spaces. 2.0 Students know the definition of conditional probability and use it to solve for probabilities in finite sample spaces. 3.0 Students demonstrate an understanding of the notion of discrete random variables by using them to solve for the probabilities of outcomes, such as the probability of the occurrence of five heads in 14 coin tosses. 6.0 Students know the definitions of the mean, median, and mode of a distribution of data and can compute each in particular situations. 7.0 Students compute the variance and the standard deviation of a distribution of data. 8.0 Students organize and describe distributions of data by using a number of different methods, including frequency tables, histograms, standard line and bar graphs, stem-and-leaf displays, scatterplots, and box-and-whisker plots. LINEAR ALGEBRA The general goal in this discipline is for students to learn the techniques of matrix manipulation so that they can solve systems of linear equations in any number of variables. 1.0 Students solve linear equations in any number of variables by using Gauss-Jordan elimination. 2.0 Students interpret linear systems as coefficient matrices and the Gauss-Jordan method as row operations on the coefficient matrix. 3.0 Students reduce rectangular matrices to row echelon form. 4.0 Students perform addition on matrices and vectors. 5.0 Students perform matrix multiplication and multiply vectors by matrices and by scalars. 6.0 Students demonstrate an understanding that linear systems are inconsistent (have no solutions), have exactly one solution, or have infinitely many solutions. 7.0 Students demonstrate an understanding of the geometric interpretation of vectors and vector addition (by means of parallelograms) in the plane and in three-dimensional space. 8.0 Students interpret geometrically the solution sets of systems of equations. For example, the solution set of a single linear equation in two variables is interpreted as a line in the plane, and the solution set of a two-by-two system is interpreted as the intersection of a pair of lines in the plane. 9.0 Students demonstrate an understanding of the notion of the inverse to a square matrix and apply that concept to solve systems of linear equations. 10.0 Students compute the determinants of 2 x 2 and 3 x 3 matrices and are familiar with their geometric interpretations as the area and volume of the parallelepipeds spanned by the images under the matrices of the standard basis vectors in two-dimensional and three-dimensional spaces. 11.0 Students know that a square matrix is invertible if, and only if, its determinant is nonzero. They can compute the inverse to 2 x 2 and 3 x 3 matrices using row reduction methods or Cramer's rule. 12.0 Students compute the scalar (dot) product of two vectors in n- dimensional space and know that perpendicular vectors have zero dot product.
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Home | Math Analysis | MAH | Finite Math | Resource Links | Tutoring | Calendars

Math Analysis

This discipline combines many of the trigonometric, geometric, and algebraic techniques needed to prepare students for the study of calculus and strengthens their conceptual understanding of problems and mathematical reasoning in solving problems. These California State Standards take a functional point of view toward those topics. The most significant new concept is that of limits. This mathematical analysis course is combined with trigonometry, probability, and linear algebra to make a year-long precalculus course. Click here for additional resources.

MATH ANALYSIS STANDARDS

1.0 Students are familiar with, and can apply, polar coordinates and vectors in the plane. In particular, they can translate between polar and rectangular coordinates and can interpret polar coordinates and vectors graphically.

2.0 Students are adept at the arithmetic of complex numbers. They can use the trigonometric form of complex numbers and understand that a function of a complex variable can be viewed as a function of two real variables. They know the proof of DeMoivre's theorem.

3.0 Students can give proofs of various formulas by using the technique of mathematical induction.

4.0 Students know the statement of, and can apply, the fundamental theorem of algebra.

5.0 Students are familiar with conic sections, both analytically and geometrically:

5.1 Students can take a quadratic equation in two variables; put it in standard form by completing the square and using rotations and translations, if necessary; determine what type of conic section the equation represents; and determine its geometric components (foci, asymptotes, and so forth).

5.2 Students can take a geometric description of a conic section - for example, the locus of points whose sum of its distances from (1, 0) and (-1, 0) is 6 - and derive a quadratic equation representing it.

6.0 Students find the roots and poles of a rational function and can graph the function and locate its asymptotes.

7.0 Students demonstrate an understanding of functions and equations defined parametrically and can graph them.

8.0 Students are familiar with the notion of the limit of a sequence and the limit of a function as the independent variable approaches a number or infinity. They determine whether certain sequences converge or diverge.

TRIGONOMETRY STANDARDS

Trigonometry uses the techniques that students have previously learned from the study of algebra and geometry. The trigonometric functions studied are defined geometrically rather than in terms of algebraic equations. Facility with these functions as well as the ability to prove basic identities regarding them is especially important for students intending to study calculus, more advanced mathematics, physics and other sciences, and engineering in college.

1.0 Students understand the notion of angle and how to measure it, in both degrees and radians. They can convert between degrees and radians.

2.0 Students know the definition of sine and cosine as y- and x- coordinates of points on the unit circle and are familiar with the graphs of the sine and cosine functions.

3.0 Students know the identity cos2 (x) + sin2 (x) = 1:

3.1 Students prove that this identity is equivalent to the Pythagorean theorem (i.e., students can prove this identity by using the Pythagorean theorem and, conversely, they can prove the Pythagorean theorem as a consequence of this identity).

3.2 Students prove other trigonometric identities and simplify others by using the identity cos2 (x) + sin2 (x) = 1. For example, students use this identity to prove that sec2 (x) = tan2 (x) + 1.

4.0 Students graph functions of the form f(t) = A sin ( Bt + C ) or f(t) = A cos ( Bt + C) and interpret A, B, and C in terms of amplitude, frequency, period, and phase shift.

5.0 Students know the definitions of the tangent and cotangent functions and can graph them.

6.0 Students know the definitions of the secant and cosecant functions and can graph them.

7.0 Students know that the tangent of the angle that a line makes with the x- axis is equal to the slope of the line.

8.0 Students know the definitions of the inverse trigonometric functions and can graph the functions.

9.0 Students compute, by hand, the values of the trigonometric functions and the inverse trigonometric functions at various standard points.

10.0 Students demonstrate an understanding of the addition formulas for sines and cosines and their proofs and can use those formulas to prove and/ or simplify other trigonometric identities.

11.0 Students demonstrate an understanding of half-angle and double-angle formulas for sines and cosines and can use those formulas to prove and/ or simplify other trigonometric identities.

12.0 Students use trigonometry to determine unknown sides or angles in right triangles.

13.0 Students know the law of sines and the law of cosines and apply those laws to solve problems.

14.0 Students determine the area of a triangle, given one angle and the two adjacent sides.

15.0 Students are familiar with polar coordinates. In particular, they can determine polar coordinates of a point given in rectangular coordinates and vice versa.

16.0 Students represent equations given in rectangular coordinates in terms of polar coordinates.

17.0 Students are familiar with complex numbers. They can represent a complex number in polar form and know how to multiply complex numbers in their polar form.

18.0 Students know DeMoivre's theorem and can give n th roots of a complex number given in polar form.

19.0 Students are adept at using trigonometry in a variety of applications and word problems.

PROBABILITY STANDARDS

This discipline is an introduction to the study of probability, interpretation of data, and fundamental statistical problem solving.

1.0 Students know the definition of the notion of independent events and can use the rules for addition, multiplication, and complementation to solve for probabilities of particular events in finite sample spaces.

2.0 Students know the definition of conditional probability and use it to solve for probabilities in finite sample spaces.

3.0 Students demonstrate an understanding of the notion of discrete random variables by using them to solve for the probabilities of outcomes, such as the probability of the occurrence of five heads in 14 coin tosses.

6.0 Students know the definitions of the mean, median, and mode of a distribution of data and can compute each in particular situations.

7.0 Students compute the variance and the standard deviation of a distribution of data.

8.0 Students organize and describe distributions of data by using a number of different methods, including frequency tables, histograms, standard line and bar graphs, stem-and-leaf displays, scatterplots, and box-and-whisker plots.

LINEAR ALGEBRA

The general goal in this discipline is for students to learn the techniques of matrix manipulation so that they can solve systems of linear equations in any number of variables.

1.0 Students solve linear equations in any number of variables by using Gauss-Jordan elimination.

2.0 Students interpret linear systems as coefficient matrices and the Gauss-Jordan method as row operations on the coefficient matrix.

3.0 Students reduce rectangular matrices to row echelon form.

4.0 Students perform addition on matrices and vectors.

5.0 Students perform matrix multiplication and multiply vectors by matrices and by scalars.

6.0 Students demonstrate an understanding that linear systems are inconsistent (have no solutions), have exactly one solution, or have infinitely many solutions.

7.0 Students demonstrate an understanding of the geometric interpretation of vectors and vector addition (by means of parallelograms) in the plane and in three-dimensional space.

8.0 Students interpret geometrically the solution sets of systems of equations. For example, the solution set of a single linear equation in two variables is interpreted as a line in the plane, and the solution set of a two-by-two system is interpreted as the intersection of a pair of lines in the plane.

9.0 Students demonstrate an understanding of the notion of the inverse to a square matrix and apply that concept to solve systems of linear equations.

10.0 Students compute the determinants of 2 x 2 and 3 x 3 matrices and are familiar with their geometric interpretations as the area and volume of the parallelepipeds spanned by the images under the matrices of the standard basis vectors in two-dimensional and three-dimensional spaces.

11.0 Students know that a square matrix is invertible if, and only if, its determinant is nonzero. They can compute the inverse to 2 x 2 and 3 x 3 matrices using row reduction methods or Cramer's rule.