Honors Precalculus

2020-2021
Instructor: Ms. Kristine Gauss
Academic Support Location: Room 164

E-mail: [email protected]
Web Link: Canvas

Course Description
This course provides knowledge of polynomial, rational, exponential, trigonometric functions and
their inverses. The course includes a graphical, analytical, verbal and numerical study of the
functions, as well as applications involving limits, rates of change and advanced functional analysis.
This course will help students broaden their knowledge of and appreciation for theories and
applications of mathematics. There is a focus on the theories developed by mathematicians,
theologians, philosophers and scientists of the ages. Additionally, the course will provide an
introduction to calculus topics.

This course is intended to combine pre-calculus with first-semester calculus topics. Once students
are comfortable with the language of functions, they are guided through a traditional exploration of
twelve basic functions and their algebraic properties, always reinforcing the connections among their
algebraic, graphical, and numerical presentations. This approach creates a situation that matches
the goals and objectives of AP Calculus and enables students to study parametric equations,
piecewise defined functions, and limit notation at an early point in the school year. A comprehensive
study of Trigonometry is an integral part of the course. Finally, topics in quantitative literacy such as
probability and statistics will be studied.

An online learning platform, IXL, will be used throughout the year to enhance student
learning and to acclimate students with a 21st Century learning environment.

Essential Questions
1. Certain ideas seem to wait until the time is ripe for discovery. What are the pieces that
need to be in place before this means of translating between algebra and geometry can be
discovered? -David M. Bressoud
2. What are the benefits of defining real life data verbally, numerically, graphically, and
algebraically?
3. How can you apply polynomial models to make informed decisions in areas such as health,
economics, business, and science?
4. How can you apply exponential, logistic, and logarithmic functions to evaluate and analyze
growth and decay?
5. How can you use trigonometry, a computational tool provided by ancient mathematicians,
in analyzing real world periodic phenomena and solving problems related to navigation,
mechanics, surveying, and astronomy?
6. How can you use vectors, parametric equations, and polar equations in order to provide
analytic opportunities not easily accessible using a rectangular coordinate system?
7. How can you use conic sections to investigate the reflective properties of parabolas and
ellipses and how hyperbolas are used in long-range navigation?
8. How can we apply the noncalculus topics of discrete mathematics to function in the
modern, computerized, data-driven workplace?
9. How can we use the concept of limits to support the historical shift in thinking from static to
dynamic systems?
Learning Outcomes
Knowledge
1. Students will analyze and graph polynomial, rational, exponential, trigonometric functions
and their inverses.
2. Students will use a graphing utility to further analyze algebraic and transcendental
functions, and related mathematical models.
3. Students will apply concepts and vocabulary to functions to study the topics of symmetry,
transformation, real and complex solutions, and arithmetic relationships.
4. Students will study limits and their properties related to algebraic and transcendental
functions.
5. Students will apply the concept of limits to define derivatives as a rate of change.
6. Students will study differentiation of equations and related applications.
7. Students will be introduced to the antiderivative and simple integration.

Skills
1. The students will identify domain, range, and create graphs of algebraic and
transcendental functions and their inverses.
2. The students will use their graphing calculators to demonstrate their understanding and
verify function behavior.
3. Students will find real and complex solutions and recognize arithmetic relationships as part
function analysis.
4. Students will find and use limits in order to evaluate functions that can’t be evaluated with
fundamental algebraic techniques.
5. Students will calculate derivatives to find rates of change.
6. Students will calculate antiderivatives and use simple integration methods to calculate area
under a curve.

Values
1. Students will exercise patience and tenacity as they accumulate the skills needed to
master advanced mathematical topics.
2. Students will utilize critical thinking skills and apply knowledge for problem solving.
3. Students will utilize their abilities to research and analyze mathematical topics as they
apply to sociological issues.
4. The students will explore the concept of infinity and examine the notion of God’s eternity
and omnipresence.
5. Students will appreciate the ability to create a logical argument and to apply skills to good
decision-making.

Strategies
1. The students will participate in class discussions by asking and answering questions and
demonstrating work on the board.
2. The students will take notes on the presented concepts and sample problems.
3. The students will work in groups on designated projects and will present solutions.
4. The students will use their texts, notes, and graphing calculators to further develop
algebraic, precalculus and calculus skills.
5. The students will review notes and work assigned problems to prepare for each session.
Scheduled Units
Chapter 1:
1.1 Rectangular Coordinates
1.2 Graphs of Funuction
1.3 Linear Equations in Two Variables
1.4 Functions
1.5 Analyzing Graphs of Functions
1.6 A Library of Parent Functions
1.7 Transformations of Functions
1.8 Composition Functions
1.9 Inverse Functions
1.10 Mathematical Modeling and Variation

Chapter 2:
2.1 Quadratic Functions & Models
2.2 Polynomial Functions of Higher Degree
2.3 Polynomial & Synthetic Division
2.4 Complex Numbers
2.5 Zeros of Polynomial Functions
2.6 Rational Functions

Chapter 3:
3.1 Exponential Functions and Their Graphs
3.2 Logarithmic Functions and Their Graphs
3.3 Properties of Logarithmic Functions
3.4 Exponential and Logarithmic Equations
3.5 Exponential and Logarithmic Models

Chapter 4:
4.1 Radian and Degree Measure
4.2 Trigonometric Functions: The Unit Circle
4.3 Right Triangle Trigonometry
4.4 Trigonometric Functions of Any Angle
4.5 Graphs of Sine and Cosine Functions
4.6 Graphs of Other Trigonometric Functions
4.7 Inverse Trigonometric Functions
4.8 Applications and Models
Chapter 5:
5.1 Using Fundamental Identities
5.2 Verifying Trigonometric Identities
5.3 Solving Trigonometric Equations
5.4 Sum and Difference Formulas
5.5 Multiple-Angle Formulas
Chapter 6:
6.1 The Law of Sines
6.2 The Law of Cosines
Chapter 9:
9.1 Sequences and SeriesBasic Combinatorics
9.2 Arithmetic Sequences and Partial Sums
9.3 Geometric Sequences and Series
9.5 The Binomial Theorem
9.6 Counting Principles
9.7 Probability

Chapter 10:
10.2 Introduction to Conics: Parabolas
10.3 Ellipses
10.4 Hyperbolas
10.6 Parametric Equations
10.7 Polar Coordinates
10.8 Graphs of Polar Equations

Required Text
PRECALC with Limits 4E
Ron Larson

Materials
IBook or textbook, Graphing Calculator (TI-84 Plus), Pencil, Paper

Graphing Calculator Expectations

• Entering Data
• Scatter plots
• Regression
• Graphing Functions
• Setting up a Window
• Finding Zeros
• Finding Maximum and Minimum Values
• Solving Equations using a graphical approach
• Finding Intersections
• Function Mode
• Polar Mode
• Parametric Mode
• Sequential Mode

Classroom Expectations and Rules

A positive attitude and a willingness to learn are expected from all students. Maturity and
responsibility will help to make you successful.
• Be courteous and respectful of others and their belongings
• Be on time and ready to think
• Bring all supplies to class each day
• Be responsible for your own behavior
• No food, gum, or drink allowed except a clear water bottle
Late Work and Makeup Work
General Guidelines
• It is important that you are in class on a daily basis.
• Math concepts are covered each day that build upon the previous day.
• Please try to schedule appointments after school hours.
• In the event of an excused absence, it is expected that chapter assignment calendars will be
followed (if applicable).
• It is recommended that students check class modules and/or contact another student from the
class for missed notes and homework.
• Late work will not receive full credit
Make-up work
Students with an excused absence will have two class periods to make-up missed work.
Because learning is an ongoing process and requires development of skills over time, students will
be expected to complete assignments missed even after an unexcused absence. However, they will
not earn credit due to the truancy.

Late Work
Short-term assignments that are late will receive no better than half of the grade earned and are only
accepted until the day of the chapter exam. Qualifications for late short-term assignments are (a)
when the student is in class but does not turn the assignment in when it is collected or by the time it
is due and (b) when the student is absent and excused but does not turn in the previously assigned
work after the two day grace period.

Work Expectations
All work must be shown. Answers without work are not acceptable and will not receive full
credit.

Retreats
Check in with your instructor before retreat to set up a timeline to complete missing work.

Make-Up Assessments
Quizzes and Tests must be made up within a week of the student’s return to school.

Grading Scale
The following scale will be used to determine a student’s grade:
Grade Range Grade Point Average
A+ » 97-100% 4.33
A» 93-96% 4.00
A- » 90-92% 3.67
B+ » 87-89% 3.33
B » 83-86% 3.00
B- » 80-82% 2.67
C+ » 77-79% 2.33
C » 73-76% 2.00
C- » 70-72% 1.67
D+ » 67-69% 1.33
D » 63-66% 1.00
D- » 60-62% 0.67
F » 59% and below 0.00
Grades
Grades will distributed based on a “weighted” grading system. The following shows the weights for
each category:
Homework: 15%
Assessments: 65% Final Exam: 20%
The Assessment category will include small quizzes, large quizzes and exams.

Replacing the “lowest test score.”

I will replace a student’s lowest test grade with his final exam grade if the following
conditions are met:
 The test grade must be below a 90%
 The student’s homework average must be an 85% or higher
 The student’s replaced grade will not exceed a 90%

Responsible Use Policy

Regis Jesuit High School’s Responsible Use Policy regarding the use of technology, especially the
iPad, will be enforced at all times.

Honor Code
As a student of the Regis Jesuit High School Community:
I will not lie or cheat in my academic endeavors.
I will respect the property of the school and of other students;
I will not steal or vandalize.
In all of my Regis Jesuit activities—athletic, spiritual and social—
I will be a man or woman with and for others and act in the manner appropriate for the occasion.

Students at RJHS will pursue education with honesty and integrity. The following may result in a loss
of credit for any specific assignment and a disciplinary referral:
• copying another student’s homework
• cheating on quizzes, tests or any other major assignment
• plagiarism