Index | 139Factoring: developing facility with, 64; overcoming
obstacles in, 65–66, 68–69; role of zero in, 64
Ferris wheel model: description of, 16; height and
co-height of a, 75; tracking the height of a
passenger car, 75; trigonometric functions
using, 73, 74, 75; using trigonometric functions
to model cyclical behavior of, 78
Financial literacy: buying a car, 94; buying a house,
94; credit cards, 94; geometric series and, 79,
93–94; structured savings plan mathematics, 94
Fluency rigor: description of, 13; recommended
fluencies for Algebra II, 20
Focus: definition of, 11; Instructional Shift on, 11
Focus Standards: description and function of, 28,
47; Module 1: Polynomial, Rational, and Radical
Relationships, 58–60, 63, 65, 66–67, 69; Module
2: Trigonometric Functions, 70–71, 75, 77;
Module 3: Exponential and Logarithmic
Functions, 79–82, 85, 87, 89–90, 92, 94; Module
4: Inferences and Conclusions from Data,
95–96, 99–100, 102, 103, 105
Focus Standards for Mathematical Practice:
description and function of, 28, 57; Module 1:
Polynomial, Rational, and Radical Relationships,
62; Module 2: Trigonometric Functions, 72–73;
Module 3: Exponential and Logarithmic
Functions, 82–83; Module 4: Inferences and
Conclusions from Data, 98. See also Standards
for Mathematical Practice
Foundational Standards: coherence supported by,
12; description and function of, 28, 57; focus
supported by, 11; Module 1: Polynomial, Rational,
and Radical Relationships, 60–61; Module 2:
Trigonometric Functions, 71–72; Module 3:
Exponential and Logarithmic Functions, 82;
Module 4: Inferences and Conclusions from
Data, 97–98
Functions: description and significance of, 9–11;
exponential and logarithmic, 79–94; Major
Emphasis Cluster on building and interpreting,
20; trigonometric, 70–79; “WhatPower,” 86, 88.
See also Transformations of functions
General growth/decay rate formula, 93
Geometry: attend to precision in, 17; construct
viable arguments and critique reasoning of
others, 15; description of, 10; geometric
sequences and exponential growth and decay,
93; geometric series and finance, 79, 93–94;
model with mathematics in, 16; problem solving
in, 14; reason abstractly and quantitatively in, 15;
structure in, 18; terminology of, 111–113; use
appropriate tools strategically in, 16
Graphing: factored polynomials, 65; logarithm
function, 90; sine and cosine functions, 76;
systems of equations, 68; tangent function, 78
Great Minds: coherent curriculum approach to,
2–3; teaching philosophy and support by, 1–2House buying, 94Icons of lessons, 29fig
Independent events: multiplication rule for, 100,
101; two-way tables for calculating conditional
probability and evaluating, 100
Individualized education programs (IEPs), 53
Inequality reasoning, 20
Inferences: drawing conclusions using data from
a sample, 102–105; drawing conclusions using
data from an experiment, 105–106; Major
Emphasis Cluster on justifying conclusions
and making, 20; modeling data distributions
to make, 101–102; probability, 98–101
Instructional Days: Module 1: Polynomial, Rational,
and Radical Relationships, 9fig, 63, 65, 67, 69;
Module 2: Trigonometric Functions, 9fig, 75, 77;
Module 3: Exponential and Logarithmic Functions,
9 fig, 85, 87, 90, 92, 94; Module 4: Inferences and
Conclusions from Data, 9fig, 100, 102, 103, 105
Instructional Shifts: for coherence, 11–12;
evidenced during debriefing, 1; for focus, 11;
lesson structure and rigor within, 30; for rigor,
12–14; A Story of Functions (9–12 grades)
alignment with, 11–12
Integer exponents, 85
Irrational exponents, 85
Irrational numbers, 90Lesson 27 (Algebra II Module 3) sample lesson:
classwork: exercises and discussion, 31–37;
Closing and Lesson Summary, 37fig; Exit Ticket,
38 fig–39fig; Lesson Notes of, 31; Problem Set
sample solutions, 40fig–48fig; Student
Outcomes of the, 29
Lesson types: Exploration, 29fig; Modeling Cycle,
29 fig; Problem Set, 29fig; Socratic, 29fig
Lessons: debriefing built into the, 1; icons of, 29fig;
Lesson 17 (Module 3) sample, 30, 31–48fig;
scaffolding boxes in, 30; structure of, 28–30;
types of, 29