domain on which it is always increasing or always decreasing allows its inverse to be constructed. CCSS Curriculum Analysis Tool 1—Similarity, Right Triangles, and Trigonometry & Trigonometric Functions in Grades 9-12 CCSSM Standards Grades 9-12 Chapter pages Cont Bal Notes/Explanation N-L-M- N-L-M- A-H A-H (+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context. ★ Prove and apply trigonometric identities Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle. (+) Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems. Overall Impressions: Balance between Mathematical Understanding and What are your overall impressions of the curriculum materials examined? Procedural Skills What are the strengths and weaknesses of the materials you examined? Do the curriculum materials support the development of students’ mathematical understanding? Standards Alignment: Do the curriculum materials support the development of Have you identified gaps within this domain? What are they? If so, can these students’ proficiency with procedural skills? gaps be realistically addressed through supplementation? Do the curriculum materials assist students in building Within grade levels, do the curriculum materials provide sufficient connections between mathematical understanding and experiences to support student learning within this standard? procedural skills? Within this domain, is the treatment of the content across grade levels To what extent do the curriculum materials provide a consistent with the progression within the Standards? balanced focus on mathematical understanding and procedural skills? Do student activities build on each other within and across grades in a logical way that supports mathematical understanding and procedural skills?
domain on which it is always increasing or always decreasing allows its inverse to be constructed. CCSS Curriculum Analysis Tool 1—Similarity, Right Triangles, and Trigonometry & Trigonometric Functions in Grades 9-12 CCSSM Standards Grades 9-12 Chapter pages Cont N-L-M- A-H Bal N-L-M- A-H Notes/Explanation (+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context. ★ Prove and apply trigonometric identities Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle. (+) Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems. Overall Impressions: What are your overall impressions of the curriculum materials examined? What are the strengths and weaknesses of the materials you examined? Standards Alignment: Have you identified gaps within this domain? What are they? If so, can these gaps be realistically addressed through supplementation? Within grade levels, do the curriculum materials provide sufficient experiences to support student learning within this standard? Within this domain, is the treatment of the content across grade levels consistent with the progression within the Standards? Balance between Mathematical Understanding and Procedural Skills Do the curriculum materials support the development of students’ mathematical understanding? Do the curriculum materials support the development of students’ proficiency with procedural skills? Do the curriculum materials assist students in building connections between mathematical understanding and procedural skills? To what extent do the curriculum materials provide a balanced focus on mathematical understanding and procedural skills? Do student activities build on each other within and across grades in a logical way that supports mathematical understanding and procedural skills?
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