UNIT

1 Polynomial and Rational Functions

UNIT AT A GLANCE
Instructional
Topic Periods Suggested Skill Focus

1.1 Change in Tandem 2 2.B Construct equivalent graphical, numerical, analytical, and
verbal representations of functions that are useful in a given
mathematical or applied context, with and without technology.
3.A Describe the characteristics of a function with
varying levels of precision, depending on the function
representation and available mathematical tools.

1.2 Rates of Change 2 2.A Identify information from graphical, numerical, analytical,
and verbal representations to answer a question or construct a
model, with and without technology.
3.A Describe the characteristics of a function with
varying levels of precision, depending on the function
representation and available mathematical tools.

1.3 Rates of Change in Linear 2 3.B Apply numerical results in a given mathematical or applied
and Quadratic Functions context.
3.C Support conclusions or choices with a logical rationale or
appropriate data.

1.4 Polynomial Functions and 2 2.A Identify information from graphical, numerical, analytical,
Rates of Change and verbal representations to answer a question or construct a
model, with and without technology.
3.A Describe the characteristics of a function with
varying levels of precision, depending on the function
representation and available mathematical tools.

1.5 Polynomial Functions and 2–3 1.B Express functions, equations, or expressions in analytically
Complex Zeros equivalent forms that are useful in a given mathematical or
applied context.
2.B Construct equivalent graphical, numerical, analytical, and
verbal representations of functions that are useful in a given
mathematical or applied context, with and without technology.

1.6 Polynomial Functions and 1–2 3.A Describe the characteristics of a function with
End Behavior varying levels of precision, depending on the function
representation and available mathematical tools.

1.7 Rational Functions and 2–3 1.B Express functions, equations, or expressions in analytically
End Behavior equivalent forms that are useful in a given mathematical or
applied context.
3.A Describe the characteristics of a function with
varying levels of precision, depending on the function
representation and available mathematical tools.

1.8 Rational Functions and 1–2 1.A Solve equations and inequalities represented analytically,
Zeros with and without technology.

continued on next page

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 UNIT
Polynomial and Rational Functions
1
UNIT AT A GLANCE (cont'd)
Instructional
Topic Periods Suggested Skill Focus

1.9 Rational Functions and 1–2 2.A Identify information from graphical, numerical, analytical,
Vertical Asymptotes and verbal representations to answer a question or construct a
model, with and without technology.

1.10 Rational Functions and 1–2 3.C Support conclusions or choices with a logical rationale or
Holes appropriate data.

1.11 Equivalent 2–3 1.B Express functions, equations, or expressions in analytically

Representations of equivalent forms that are useful in a given mathematical or
Polynomial and Rational applied context.
Expressions 3.B Apply numerical results in a given mathematical or applied
context.

1.12 Transformations of 2–3 1.C Construct new functions, using transformations,

Functions compositions, inverses, or regressions, that may be useful
in modeling contexts, criteria, or data, with and without
technology.
3.A Describe the characteristics of a function with
varying levels of precision, depending on the function
representation and available mathematical tools.

1.13 Function Model Selection 2–3 2.A Identify information from graphical, numerical, analytical,
and Assumption and verbal representations to answer a question or construct a
Articulation model, with and without technology.
3.C Support conclusions or choices with a logical rationale or
appropriate data.

1.14 Function Model 2–3 1.C Construct new functions, using transformations,
Construction and compositions, inverses, or regressions, that may be useful
Application in modeling contexts, criteria, or data, with and without
technology.
3.B Apply numerical results in a given mathematical or applied
context.

Go to AP Classroom to assign the Progress Checks for Unit 1.

Review the results in class to identify and address any student misunderstandings.

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 UNIT

2 Exponential and Logarithmic Functions

UNIT AT A GLANCE
Instructional
Topic Periods Suggested Skill Focus

2.1 Change in Arithmetic and 2 1.B Express functions, equations, or expressions in analytically
Geometric Sequences equivalent forms that are useful in a given mathematical or
applied context.
3.A Describe the characteristics of a function with varying levels
of precision, depending on the function representation and
available mathematical tools.

2.2 Change in Linear and 2 1.C Construct new functions, using transformations,
Exponential Functions compositions, inverses, or regressions, that may be useful in
modeling contexts, criteria, or data, with and without technology.
3.B Apply numerical results in a given mathematical or applied
context.

2.3 Exponential Functions 1–2 3.A Describe the characteristics of a function with varying levels
of precision, depending on the function representation and
available mathematical tools.

2.4 Exponential Function 2 1.B Express functions, equations, or expressions in analytically

Manipulation equivalent forms that are useful in a given mathematical or
applied context.
3.A Describe the characteristics of a function with varying levels
of precision, depending on the function representation and
available mathematical tools.

2.5 Exponential Function 2–3 1.C Construct new functions, using transformations,
Context and Data Modeling compositions, inverses, or regressions, that may be useful in
modeling contexts, criteria, or data, with and without technology.
3.B Apply numerical results in a given mathematical or applied
context.

2.6 Competing Function Model 2–3 2.A Identify information from graphical, numerical, analytical, and
Validation verbal representations to answer a question or construct a model,
with and without technology.
3.C Support conclusions or choices with a logical rationale or
appropriate data.

2.7 Composition of Functions 2–3 1.C Construct new functions, using transformations,
compositions, inverses, or regressions, that may be useful in
modeling contexts, criteria, or data, with and without technology.
2.B Construct equivalent graphical, numerical, analytical, and
verbal representations of functions that are useful in a given
mathematical or applied context, with and without technology.

2.8 Inverse Functions 2–3 1.A Solve equations and inequalities represented analytically,
with and without technology.
2.B Construct equivalent graphical, numerical, analytical, and
verbal representations of functions that are useful in a given
mathematical or applied context, with and without technology.

continued on next page

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 UNIT
Exponential and Logarithmic Functions
2
UNIT AT A GLANCE (cont'd)
Instructional
Topic Periods Suggested Skill Focus

2.9 Logarithmic Expressions 1–2 1.B Express functions, equations, or expressions in analytically
equivalent forms that are useful in a given mathematical or
applied context.

2.10 Inverses of Exponential 2 1.C Construct new functions, using transformations,

Functions compositions, inverses, or regressions, that may be useful in
modeling contexts, criteria, or data, with and without technology.
2.B Construct equivalent graphical, numerical, analytical, and
verbal representations of functions that are useful in a given
mathematical or applied context, with and without technology.

2.11 Logarithmic Functions 1–2 3.A Describe the characteristics of a function with varying levels
of precision, depending on the function representation and
available mathematical tools.

2.12 Logarithmic Function 2–3 1.B Express functions, equations, or expressions in analytically
Manipulation equivalent forms that are useful in a given mathematical or
applied context.
3.A Describe the characteristics of a function with varying levels
of precision, depending on the function representation and
available mathematical tools.

2.13 Exponential and 3–4 1.A Solve equations and inequalities represented analytically,
Logarithmic Equations and with and without technology.
Inequalities 1.B Express functions, equations, or expressions in analytically
equivalent forms that are useful in a given mathematical or
applied context.
1.C Construct new functions, using transformations,
compositions, inverses, or regressions, that may be useful in
modeling contexts, criteria, or data, with and without technology.

2.14 Logarithmic Function 2–3 1.C Construct new functions, using transformations,
Context and Data Modeling compositions, inverses, or regressions, that may be useful in
modeling contexts, criteria, or data, with and without technology.
3.B Apply numerical results in a given mathematical or applied
context.

2.15 Semi-log Plots 2–3 2.B Construct equivalent graphical, numerical, analytical, and
verbal representations of functions that are useful in a given
mathematical or applied context, with and without technology.
3.C Support conclusions or choices with a logical rationale or
appropriate data.

Go to AP Classroom to assign the Progress Checks for Unit 2.

Review the results in class to identify and address any student misunderstandings.

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 UNIT

3 Trigonometric and Polar Functions

UNIT AT A GLANCE
Instructional
Topic Periods Suggested Skill Focus

3.1 Periodic Phenomena 2 2.B Construct equivalent graphical, numerical, analytical, and
verbal representations of functions that are useful in a given
mathematical or applied context, with and without technology.
3.A Describe the characteristics of a function with varying levels
of precision, depending on the function representation and
available mathematical tools.
3.2 Sine, Cosine, and Tangent 2–3 2.A Identify information from graphical, numerical, analytical, and
verbal representations to answer a question or construct a model,
with and without technology.
3.A Describe the characteristics of a function with varying levels
of precision, depending on the function representation and
available mathematical tools.
3.3 Sine and Cosine Function 2–3 2.A Identify information from graphical, numerical, analytical, and
Values verbal representations to answer a question or construct a model,
with and without technology.
3.B Apply numerical results in a given mathematical or applied
context.
3.4 Sine and Cosine Function 2–3 2.A Identify information from graphical, numerical, analytical, and
Graphs verbal representations to answer a question or construct a model,
with and without technology.
3.A Describe the characteristics of a function with varying levels
of precision, depending on the function representation and
available mathematical tools.
3.5 Sinusoidal Functions 2–3 2.A Identify information from graphical, numerical, analytical, and
verbal representations to answer a question or construct a model,
with and without technology.
3.A Describe the characteristics of a function with varying levels
of precision, depending on the function representation and
available mathematical tools.
3.6 Sinusoidal Function 2–3 1.C Construct new functions, using transformations,
Transformations compositions, inverses, or regressions, that may be useful in
modeling contexts, criteria, or data, with and without technology.
2.B Construct equivalent graphical, numerical, analytical, and
verbal representations of functions that are useful in a given
mathematical or applied context, with and without technology.
3.7 Sinusoidal Function Context 2–3 1.C Construct new functions, using transformations,
and Data Modeling compositions, inverses, or regressions, that may be useful in
modeling contexts, criteria, or data, with and without technology.
3.C Support conclusions or choices with a logical rationale or
appropriate data.
3.8 The Tangent Function 2 2.A Identify information from graphical, numerical, analytical, and
verbal representations to answer a question or construct a model,
with and without technology.
3.A Describe the characteristics of a function with varying levels
of precision, depending on the function representation and
available mathematical tools.

continued on next page

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 UNIT
Trigonometric and Polar Functions
3
UNIT AT A GLANCE (cont'd)
Instructional
Topic Periods Suggested Skill Focus

3.9 Inverse Trigonometric 2–3 1.C Construct new functions, using transformations,
Functions compositions, inverses, or regressions, that may be useful in
modeling contexts, criteria, or data, with and without technology.
2.B Construct equivalent graphical, numerical, analytical, and
verbal representations of functions that are useful in a given
mathematical or applied context, with and without technology.
3.10 Trigonometric Equations 3–4 1.A Solve equations and inequalities represented analytically,
and Inequalities with and without technology.
2.A Identify information from graphical, numerical, analytical, and
verbal representations to answer a question or construct a model,
with and without technology.
3.B Apply numerical results in a given mathematical or applied
context.
3.11 The Secant, Cosecant, and 2 2.B Construct equivalent graphical, numerical, analytical, and
Cotangent Functions verbal representations of functions that are useful in a given
mathematical or applied context, with and without technology.
3.A Describe the characteristics of a function with varying levels
of precision, depending on the function representation and
available mathematical tools.
3.12 Equivalent Representations 3–4 1.A Solve equations and inequalities represented analytically,
of Trigonometric Functions with and without technology.
1.B Express functions, equations, or expressions in analytically
equivalent forms that are useful in a given mathematical or
applied context.
3.B Apply numerical results in a given mathematical or applied
context.
3.13 Trigonometry and Polar 2–3 1.B Express functions, equations, or expressions in analytically
Coordinates equivalent forms that are useful in a given mathematical or
applied context.
2.A Identify information from graphical, numerical, analytical, and
verbal representations to answer a question or construct a model,
with and without technology.
3.14 Polar Function Graphs 2–3 2.B Construct equivalent graphical, numerical, analytical, and
verbal representations of functions that are useful in a given
mathematical or applied context, with and without technology.
3.A Describe the characteristics of a function with varying levels
of precision, depending on the function representation and
available mathematical tools.
3.15 Rates of Change in Polar 2–3 3.A Describe the characteristics of a function with varying levels
Functions of precision, depending on the function representation and
available mathematical tools.
3.C Support conclusions or choices with a logical rationale or
appropriate data.

Go to AP Classroom to assign the Progress Checks for Unit 3.

Review the results in class to identify and address any student misunderstandings.

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 UNIT

4 Functions Involving Parameters, Vectors, and Matrices

UNIT AT A GLANCE
Instructional
Topic Periods Suggested Skill Focus

4.1 Parametric Functions 2 1.A Solve equations and inequalities represented analytically,
with and without technology.
2.B Construct equivalent graphical, numerical, analytical, and
verbal representations of functions that are useful in a given
mathematical or applied context, with and without technology.

4.2 Parametric Functions 2 3.A Describe the characteristics of a function with varying levels
Modeling Planar Motion of precision, depending on the function representation and
available mathematical tools.
3.B Apply numerical results in a given mathematical or applied
context.

4.3 Parametric Functions and 2 3.B Apply numerical results in a given mathematical or applied
Rates of Change context.
3.C Support conclusions or choices with a logical rationale or
appropriate data.

4.4 Parametrically Defined 2 1.B Express functions, equations, or expressions in analytically

Circles and Lines equivalent forms that are useful in a given mathematical or
applied context.
1.C Construct new functions, using transformations,
compositions, inverses, or regressions, that may be useful in
modeling contexts, criteria, or data, with and without technology.

4.5 Implicitly Defined Functions 2 2.B Construct equivalent graphical, numerical, analytical, and
verbal representations of functions that are useful in a given
mathematical or applied context, with and without technology.
3.A Describe the characteristics of a function with varying levels
of precision, depending on the function representation and
available mathematical tools.

4.6 Conic Sections 3 1.B Express functions, equations, or expressions in analytically

equivalent forms that are useful in a given mathematical or
applied context.
2.A Identify information from graphical, numerical, analytical, and
verbal representations to answer a question or construct a model,
with and without technology.
2.B Construct equivalent graphical, numerical, analytical, and
verbal representations of functions that are useful in a given
mathematical or applied context, with and without technology.

4.7 Parametrization of Implicitly 2 1.B Express functions, equations, or expressions in analytically

Defined Functions equivalent forms that are useful in a given mathematical or
applied context.
2.A Identify information from graphical, numerical, analytical, and
verbal representations to answer a question or construct a model,
with and without technology.

continued on next page

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 UNIT
Functions Involving Parameters, Vectors, and Matrices
4
UNIT AT A GLANCE (cont'd)
Instructional
Topic Periods Suggested Skill Focus

4.8 Vectors 3 2.A Identify information from graphical, numerical, analytical, and
verbal representations to answer a question or construct a model,
with and without technology.
3.A Describe the characteristics of a function with varying levels
of precision, depending on the function representation and
available mathematical tools.
3.B Apply numerical results in a given mathematical or applied
context.

4.9 Vector-Valued Functions 1 3.C Support conclusions or choices with a logical rationale or
appropriate data.

4.10 Matrices 2 1.B Express functions, equations, or expressions in analytically

equivalent forms that are useful in a given mathematical or
applied context.
3.B Apply numerical results in a given mathematical or applied
context.

4.11 The Inverse and 2 1.B Express functions, equations, or expressions in analytically
Determinant of a Matrix equivalent forms that are useful in a given mathematical or
applied context.
3.B Apply numerical results in a given mathematical or applied
context.

4.12 Linear Transformations 1 1.B Express functions, equations, or expressions in analytically

and Matrices equivalent forms that are useful in a given mathematical or
applied context.

4.13 Matrices as Functions 3 1.B Express functions, equations, or expressions in analytically

equivalent forms that are useful in a given mathematical or
applied context.
2.A Identify information from graphical, numerical, analytical, and
verbal representations to answer a question or construct a model,
with and without technology.
3.A Describe the characteristics of a function with varying levels
of precision, depending on the function representation and
available mathematical tools.

4.14 Matrices Modeling 3 1.C Construct new functions, using transformations,

Contexts compositions, inverses, or regressions, that may be useful in
modeling contexts, criteria, or data, with and without technology.
3.B Apply numerical results in a given mathematical or applied
context.
3.C Support conclusions or choices with a logical rationale or
appropriate data.

Go to AP Classroom to assign the optional Progress Checks for Unit 4.

Review the results in class to identify and address any student misunderstandings.

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