Precalculus m1 Module Overview and Assessments PDF

NewYorkStateCommonCore
MathematicsCurriculum
PRECALCULUSMODULE1
TableofContents1
ComplexNumbersandTransformations
ModuleOverview..................................................................................................................................................3
TopicA:AQuestionofLinearity(NCN.3,NCN.4).................................................................................................x
Lesson12:WishfulThinkingDoesLinearityHold?...............................................................................x
Lesson3:WhichRealNumberFunctionsDefineaLinearTransformation?.............................................x
Lesson45:AnAppearanceofComplexNumbers....................................................................................x
Lesson67:ComplexNumberDivision......................................................................................................x
TopicB:ComplexNumberOperationsasTransformations(NCN.3,NCN.4,NCN.5,NCN.6,GCO.2,
GCO.4,GCO.5)........................................................................................................................................x
Lesson89:TheGeometricEffectofSomeComplexArithmetic..............................................................x
Lesson1011:DistanceandComplexNumbers........................................................................................x
Lesson12:TrigonometryandComplexNumbers.....................................................................................x
Lesson1315:ModelingMathematicsItselfDiscoveringtheGeometricEffectof
ComplexMultiplication......................................................................................................x
Lesson16:TheGeometricEffectofMultiplyingbyaReciprocal..............................................................x
MidModuleAssessmentandRubric....................................................................................................................9
TopicsAthroughB(assessment1day,return1day,remediationorfurtherapplications3days)
TopicC:ThePoweroftheRightNotation(NCN.4,NCN.5,NVM.10,NVM.11,NVM.12,GCO.2,
GCO.4,GCO.5)........................................................................................................................................x
Lesson1719:ExploitingtheConnectiontoTrigonometry.......................................................................x
Lesson20:ExploitingtheConnectiontoCartesianCoordinates...............................................................x
Lesson21:TheHuntforBetterNotation..................................................................................................x
Lesson2223:ModelingVideoGameMotionwithMatrices...................................................................x
Lesson2425:MatrixNotationEncompassesNewTransformations!......................................................x
Lesson2627:GettingaHandleonNewTransformations........................................................................x
Lesson2830:WhenCanWeReverseaTransformation?........................................................................x
EachlessonisONEdayandONEdayisconsidereda45minuteperiod.
Module1:
Date:
2012CommonCore,Inc. Allrightsreserved. commoncore.org
5/11/13
NYSCOMMONCOREMATHEMATICSCURRICULUM
ModuleOverview
M1
PRECALCULUS
EndofModuleAssessmentandRubric..............................................................................................................22
TopicsAthroughC(assessment1day,return1day,remediationorfurtherapplications3days)
Module1:
Date:
5/11/13
ModuleOverview
M1
PRECALCULUS
PrecalculusModule1
OVERVIEW
Module1setsthestageforexpandingstudentsunderstandingoftransformationsbyfirstexploringthe
notionoflinearityinanalgebraiccontext(Whichfamiliaralgebraicfunctionsarelinear?).Thisquicklyleads
toareturntothestudyofcomplexnumbersandastudyoflineartransformationsinthecomplexplane.
Thus,Module1buildsonstandardsNCN.1andNCN.2,introducedinGrade11,andstandardsGCO.2,G
CO.4,andGCO.5,introducedinGrade10.
InTopicA,studentsexaminethisstoryoflinearitywhichleadstothereappearanceofcomplexnumbers.In
TopicB,studentscometounderstandthatcomplexnumbermultiplicationhasthegeometriceffectofa
rotationfollowedbydilationinthecomplexplane.Theylearnthatthealgebraicinverseofacomplexnumber
(i.e.,itsreciprocal)providestheinversegeometricoperation.Analysisoftheangleofrotationandthescale
ofthedilationbringsareturntotopicsintrigonometryfirstintroducedinGrade10(GSRT.6,GSRT.7,G
SRT.8)andexpandedoninGrade11(FTF.1,FTF.2,FTF.8).Italsointroducesthenotionofthemodulusand
theargumentofacomplexnumber.
ThethemeofTopicCistohighlighttheeffectofthechangingperspectiveregardingcomplexnumbersandto
makefulluseofthenotationimpliedbythatchangeofperspective.Byexploitingtheconnectionto
trigonometrystudentsseehowmuchofcomplexarithmeticissimplified.Byregardingcomplexnumbersas
pointsintheCartesianplane(aconceptdevelopedsinceGrade9)wecanbegintowriteanalyticformulasfor
translations,rotationsanddilationsintheplane,andrevisittheideasofGrade10geometry(GCO.2,GCO.4,
GCO.5)inthislight.Takingthisworkonestepfurther,studentsdevelopthe2x2matrixnotationforplanar
transformations.Thisworkshedslightonhowgeometrysoftwareandvideogamesefficientlyperformrigid
motioncalculations.Finally,theflexibilityimpliedby2x2matrixnotationallowsstudentstostudyadditional
matrixtransformationsthatdonotnecessarilyarisefromouroriginalcomplexnumberthinkingcontext.
TheMidModuleAssessmentfollowsTopicB.TheEndofModuleAssessmentfollowsTopicC.
FocusStandards
Performarithmeticoperationswithcomplexnumbers.
NCN.3
(+)Findtheconjugateofacomplexnumber;useconjugatestofindmoduliandquotientsof
complexnumbers.
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Date:
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ModuleOverview
M1
PRECALCULUS
Representcomplexnumbersandtheiroperationsonthecomplexplane.
NCN.4 (+)Representcomplexnumbersonthecomplexplaneinrectangularandpolarform
(includingrealandimaginarynumbers),andexplainwhytherectangularandpolarformsofa
givencomplexnumberrepresentthesamenumber.
NCN.5 (+)Representaddition,subtraction,multiplication,andconjugationofcomplexnumbers
geometricallyonthecomplexplane;usepropertiesofthisrepresentationforcomputation.
Forexample,(1+3i)3=8because(1+3i)hasmodulus2andargument120.
NCN.6 (+)Calculatethedistancebetweennumbersinthecomplexplaneasthemodulusofthe
difference,andthemidpointofasegmentastheaverageofthenumbersatitsendpoints.
Performoperationsonmatricesandusematricesinapplications.
NVM.10 (+)Understandthatthezeroandidentitymatricesplayaroleinmatrixadditionand
multiplicationsimilartotheroleof0and1intherealnumbers.Thedeterminantofasquare
matrixisnonzeroifandonlyifthematrixhasamultiplicativeinverse.
NVM.11(+)Multiplyavector(regardedasamatrixwithonecolumn)byamatrixofsuitable
dimensionstoproduceanothervector.Workwithmatricesastransformationsofvectors.
NVM.12(+)Workwith2x2matricesastransformationsoftheplane,andinterprettheabsolutevalue
ofthedeterminantintermsofarea.
Experimentwithtransformationsintheplane.
GCO.2
Representtransformationsintheplaneusing,e.g.,transparenciesandgeometrysoftware;
describetransformationsasfunctionsthattakepointsintheplaneasinputsandgiveother
pointsasoutputs.Comparetransformationsthatpreservedistanceandangletothosethat
donot(e.g.,translationversushorizontalstretch).
GCO.4
Developdefinitionsofrotations,reflections,andtranslationsintermsofangles,circles,
perpendicularlines,parallellines,andlinesegments.
GCO.5
Givenageometricfigureandarotation,reflection,ortranslation,drawthetransformed
figureusing,e.g.,graphpaper,tracingpaper,orgeometrysoftware.Specifyasequenceof
transformationsthatwillcarryagivenfigureontoanother.
FoundationalStandards
Reasonquantitativelyanduseunitstosolveproblems.
NQ.2
Defineappropriatequantitiesforthepurposeofdescriptivemodeling.
Performarithmeticoperationswithcomplexnumbers.
NCN.1
Knowthereisacomplexnumberisuchthati2=1,andeverycomplexnumberhastheforma
+biwithaandbreal.
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NCN.2
ModuleOverview
M1
PRECALCULUS
Usetherelationi2=1andthecommutative,associative,anddistributivepropertiestoadd,
subtract,andmultiplycomplexnumbers.
Usecomplexnumbersinpolynomialidentitiesandequations.
NCN.7
Solvequadraticequationswithrealcoefficientsthathavecomplexsolutions.
NCN.8
(+)Extendpolynomialidentitiestothecomplexnumbers.Forexample,rewritex2+4as(x+
2i)(x2i).
Interpretthestructureofexpressions.
ASSE.1
Interpretexpressionsthatrepresentaquantityintermsofitscontext.
a.
Interpretpartsofanexpression,suchasterms,factors,andcoefficients.
b.
Interpretcomplicatedexpressionsbyviewingoneormoreoftheirpartsasasingleentity.
Forexample,interpretP(1+r)nastheproductofPandafactornotdependingonP.
Writeexpressionsinequivalentformstosolveproblems.
ASSE.3
Chooseandproduceanequivalentformofanexpressiontorevealandexplainpropertiesof
thequantityrepresentedbytheexpression.
a. Factoraquadraticexpressiontorevealthezerosofthefunctionitdefines.
b. Completethesquareinaquadraticexpressiontorevealthemaximumorminimumvalue
ofthefunctionitdefines.
c. Usethepropertiesofexponentstotransformexpressionsforexponentialfunctions.For
example,theexpression1.15tcanberewrittenas(1.151/12)12t1.01212ttorevealthe
approximateequivalentmonthlyinterestrateiftheannualrateis15%.
Createequationsthatdescribenumbersorrelationships.
ACED.1 Createequationsandinequalitiesinonevariableandusethemtosolveproblems.Include
equationsarisingfromlinearandquadraticfunctions,andsimplerationalandexponential
functions.
ACED.2 Createequationsintwoormorevariablestorepresentrelationshipsbetweenquantities;
graphequationsoncoordinateaxeswithlabelsandscales.
ACED.3 Representconstraintsbyequationsorinequalities,andbysystemsofequationsand/or
inequalities,andinterpretsolutionsasviableornonviableoptionsinamodelingcontext.For
example,representinequalitiesdescribingnutritionalandcostconstraintsoncombinationsof
differentfoods.
ACED.4 Rearrangeformulastohighlightaquantityofinterest,usingthesamereasoningasinsolving
equations.Forexample,rearrangeOhmslawV=IRtohighlightresistanceR.
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Date:
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ModuleOverview
M1
PRECALCULUS
Understandsolvingequationsasaprocessofreasoningandexplainthereasoning.
AREI.1
Explaineachstepinsolvingasimpleequationasfollowingfromtheequalityofnumbers
assertedatthepreviousstep,startingfromtheassumptionthattheoriginalequationhasa
solution.Constructaviableargumenttojustifyasolutionmethod.
Solveequationsandinequalitiesinonevariable.
AREI.3
Solvelinearequationsandinequalitiesinonevariable,includingequationswithcoefficients
representedbyletters.
AREI.6
Solvesystemsoflinearequationsexactlyandapproximately(e.g.,withgraphs),focusingon
pairsoflinearequationsintwovariables.
Extendthedomainoftrigonometricfunctionsusingtheunitcircle.
FTF.1
Understandradianmeasureofanangleasthelengthofthearcontheunitcirclesubtended
bytheangle.
FTF.2
Explainhowtheunitcircleinthecoordinateplaneenablestheextensionoftrigonometric
functionstoallrealnumbers,interpretedasradianmeasuresofanglestraversed
counterclockwisearoundtheunitcircle.
FTF.3
(+)Usespecialtrianglestodeterminegeometricallythevaluesofsine,cosine,tangentfor/3,
/4and/6,andusetheunitcircletoexpressthevaluesofsine,cosine,andtangentforx,
+x,and2xintermsoftheirvaluesforx,wherexisanyrealnumber.
Proveandapplytrigonometricidentities.
FTF.8
ProvethePythagoreanidentitysin2()+cos2()=1anduseittofindsin(),cos(),ortan()
givensin(),cos(),ortan()andthequadrantoftheangle.
FocusStandardsforMathematicalPractice
MP.1
Makesenseofproblemsandpersevereinsolvingthem.Studentslearnwhenideallinearity
propertiesdoanddonotholdforclassesoffunctions.
MP.2
Reasonabstractlyandquantitatively.Studentsdeveloptheunderstandingthat
multiplicationbyacomplexnumbercorrespondstothegeometricactionofarotationand
dilationfromtheorigininthecomplexplane.Studentsapplythisknowledgetounderstand
thatmultiplicationbythereciprocalprovidestheinversegeometricoperationtoarotation
anddilation.
MP.3
Constructviableargumentsandcritiquethereasoningofothers.Studentsstudyexamples
ofcommonmistakesbyalgebrastudentsanddecidewhenpurportedalgebraicidentitiesdo
ordonothold,andthendevelopthecorrectgeneralalgebraicresults.
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ModuleOverview
M1
PRECALCULUS
MP.4
Modelwithmathematics.Studentsdiscoverthegeometriceffectofcomplexmultiplication
anduseittomodelcomputeranimationintheplanebyrotatingandtranslatingthrough
matrixoperationsandequivalentadditionof2x1vectors.
MP.7
Lookforandmakeuseofstructure.Studentsutilizetherectangularrepresentation,complex
numbers,tointerpretcertainplanartransformationsasoperationsincomplexarithmetic.
Studentsunderstandthattheabsolutevalueofthedeterminantofa2x2matrixistheareaof
theimageoftheunitsquareandthataninversetransformation,whenrepresentedbya2x2
matrix,existspreciselywhenthedeterminantofthatmatrixisnonzero.
MP.8
Lookforandexpressregularityinrepeatedreasoning.Studentsextendlinearityconditions
tofunctionswithcomplexvaluesanddevelopcomplexnumberarithmeticinthiscontext.
Terminology
NeworRecentlyIntroducedTerms
LinearTransformation
Conjugate
Modulus
Argument
PolarForm
Matrix
Determinant
FamiliarTermsandSymbols2
ComplexNumber
Rotation
Dilation
Translation
RectangularCoordinates
Trigonometry
Thesearetermsandsymbolsstudentshaveseenpreviously.
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Date:
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ModuleOverview
M1
PRECALCULUS
SuggestedToolsandRepresentations
GraphingCalculator
WolframAlphaSoftware
GeometersSketchpadSoftware
AssessmentSummary
AssessmentType Administered
MidModule
AssessmentTask
EndofModule
AssessmentTask
AfterTopicB
AfterTopicC
Format
StandardsAddressed
Constructedresponsewithrubric
NCN.3,NCN.4,
NCN.5,NCN.6,
GCO.2,GCO.4,GCO.5
Constructedresponsewithrubric
NCN.4,NCN.5,
NVM.10,NVM.11,
NVM.12,GCO.2,
GCO.4,GCO.5
Module1:
Date:
5/11/13
Name
MidModuleAssessmentTask
M1
PRECALCULUS
Date
1. Let z1 2 2i and z2 1 i 3 1 i .
Whatisthemodulusandargumentof z1 ?
Findacomplexnumber w ,writtenintheform w a ib ,suchthat wz1 z2 .
a.
b.
Whatisthemodulusandargumentof w ?
c.
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M1
PRECALCULUS
Whenthepoints z1 and z2 areplottedinthecomplexplane,whatistheanglebetweentheline
d.
segmentconnectingtheoriginto z1 andthelinesegmentconnecting z2 to z1 ?Whattypeof

triangleisformedbytheoriginandthetwopointsrepresentedbythecomplexnumbers z1 and z2 ?
Findthecomplexnumber, v ,closesttotheoriginthatliesonthelinesegmentconnecting z1 and
e.
z2 .Write v inrectangularform.
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PRECALCULUS
2. Let z bethecomplexnumber 2 3i lyinginthecomplexplane.

a. Writedownthecomplexnumberthatisthereflectionof z acrossthehorizontalaxis.
b. Writedownthecomplexnumberthatisthereflectionof z acrosstheverticalaxis.
Let m bethelinethroughtheoriginofslope
1
inthecomplexplane.
2
c.
Writedownacomplexnumber, w ,ofmodulus 1thatlieson m inthefirstquadrant.
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d.
M1
PRECALCULUS
Whatisthemodulusof wz andhowdoesitcomparetothemodulusof z ?Firstusepropertiesof

modulustoanswerthisquestionandthengiveageometricexplanationforwhatyouobserve.
e.
Whenasked:
1
z ?
w
3
1
Paulgavetheanswer: arctan arctan ,whichhethencomputedtotwodecimalplaces.
2
2
Whatistheargumentof
ProvideageometricexplanationthatyieldsPaulsanswer.
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f.
M1
PRECALCULUS
Whenasked:
Whatistheargumentof
1
z ?
w
Mabledidthecomplexnumberarithmeticandcomputed z w .Shethengaveananswerinthe
a
b
form arctan forsomefraction
a
.WhatfractiondidMablefind?Uptotwodecimalplaces,is
b
MablesfinalanswerthesameasPauls?
Writedownthecomplexnumber(inrectangularform a ib )thatisthereflectionof z acrossline

m .
g.
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AProgressionTowardMastery
Assessment
TaskItem
M1
PRECALCULUS
STEP1
Missingorincorrect
answerandlittle
evidenceof
reasoningor
applicationof
mathematicsto
solvetheproblem.
STEP2
Missingorincorrect
answerbut
evidenceofsome
reasoningor
applicationof
mathematicsto
solvetheproblem.
STEP3
Acorrectanswer
withsomeevidence
ofreasoningor
applicationof
mathematicsto
solvetheproblem,
oranincorrect
answerwith
substantial
evidenceofsolid
reasoningor
applicationof
mathematicsto
solvetheproblem.
STEP4
Acorrectanswer
supportedby
substantial
evidenceofsolid
reasoningor
applicationof
mathematicsto
solvetheproblem.
NCN.5
NCN.6
Neitheransweriscorrect
noristhereevidenceto
supportthatthestudent
understandshowto
computethemodulus
andargument.
Correctmethodand
answerforeitherthe
modulusorthe
argumentORcorrect
methodforboth,but
incorrectanswersdueto
minorerrors.
Correctmethodsfor
both,buteithermodulus
orargumentisincorrect
duetoaminorerrorOR
correctanswersforboth
withnosupportingwork
shown.
ModulusANDargument
computedcorrectly.
Workshowntosupport
theiranswer.
NCN.3
Doesnotattemptto
dividez2byz1tofindw.
Attemptstodividez2by
z1withoutapplyingthe
correctalgorithm
involvingmultiplication1
intheformofthe
conjugatez1dividedby
theconjugateofz1.
Appliesthedivision
algorithmcorrectlyAND
showswork,buthas
minormathematical
errorsleadingtoan
incorrectfinalanswer.
Correctdivision
algorithm,correct
answerwithsufficient
workshownto
demonstrate
understandingofthe
process.
Neitheransweriscorrect
noristhereevidenceto
supportthatthestudent
understandshowto
computethemodulus
andargument.
Correctmethodand
answerforeitherthe
modulusorthe
argumentORcorrect
methodforboth,but
incorrectanswersdueto
minorerrors.
Correctmethodsfor
both,buteitherthe
modulusorthe
argumentisincorrect
duetoaminorerrorOR
correctanswersforboth
withnosupportingwork
shown.
ModulusANDargument
arecomputedcorrectly
fortheiranswertopart
b.Workshownto
supportanswer.
NOTE:Studentcanearn
fullpointsforthisevenif
theanswertobwas
incorrect.
Littleornoattemptis
madetoidentifythe
triangleandrequested
anglemeasure.
Mayidentifythetriangle
asisoscelesbutcannot
determinetheangle
betweenthetwo
complexnumberswhose
vertexisattheorigin.
Explanationfailsto
connectmultiplication
Identifiesthetriangleas
isoscelesorequilateral,
butmaynotindicatethe
requestedangle
measurementorgivesan
incorrectangle
measurement.
Explanationdoesnot
Identifiesthetriangleas
equilateralandgivesthe
measureofangleas60.
Explanationclearly
connectsmultiplication
withthecorrect
transformationsby
explainingthatz2isthe
NCN.5
NCN.6
NCN.4
NCN.5
GCO.2
GCO.4
GCO.5
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PRECALCULUS
withtransformations.
Explanationmayinclude
acomparisonofthe
moduliofz1andz2.
Answermayincludea
sketchtosupportthe
answer.
fullyaddressthe
connectionbetween
multiplicationand
transformations.
acomparisonofthe
moduliofz1andz2.
Answermayincludea
sketchtosupportthe
answer.
imageofz1achievedby
rotatingz1bythearg(w)
andnodilationsince
|w|=1.Answermaybe
supportedwithasketch.
Littleornoattemptto
findv.
Mayattempttosketch
thesituation,butmore
thanonemisconception
ormathematicalerror
leadstoanincorrector
incompletesolution.
Findsvcorrectly,but
thereislittleorno
explanationorwork
explainingwhyvisthe
midpointoftheline
segmentOR
identifiesthatvwould
beatthemidpoint,but
failstocomputeit
correctly.
Averagesz1andz2tofind
vANDclearlyexplains
whyusingageometric
argumentregardingvs
locationonthe
perpendicularbisectorof
thetriangle.
NCN.3
GCO.2
BothrealANDimaginary
partsareincorrect.
RealORimaginarypartis
incorrect.
Correctanswer.No
explanation.
Correctanswer.
Identifiesitasthe
conjugate.
NCN.5
GCO.2
BothrealANDimaginary
partsareincorrect.
RealORimaginarypartis
incorrect.
Correctanswer.No
explanation.
Correctanswer.Explains
thattherealpartisthe
oppositebutthe
imaginarypartstaysthe
same.
NCN.4
GCO.2
Answerisnotacomplex
numberORisacomplex
numberwithbothan
incorrectmodulusand
argument.Thereislittle
ornosupportingwork
shown.
Incorrectanswerwith
littleevidenceofcorrect
reasoning(solutionmay
failtoaddressmodulus
of1butbeacomplex
numberonthelinemOR
mayhaveamodulusof
1,butnotbeacomplex
numberonthelinem).
Correctanswerwith
limitedreasoningor
worktosupportthe
answerORcorrect
reasoningbutminor
mathematicalerrorslead
toanincorrectsolution.
Correctanswerwith
workshowntosupport
theirapproach.
Reasoningcouldusethe
polarformofacomplex
numberORapply
proportionalreasoning
tofindwwiththe
correctargumentand
modulus.
NCN.4
GCO.5
Incorrectanswerwith
littleornoworkshown.
Correctanswer,butdoes
notincludeageometric
ormodulusoperation
explanation.
Correctanswer,butone
ofthetwoexplanations
islimitedormissingOR
incorrectanswerdueto
aminorerrorwith
sufficientevidenceto
supportunderstanding
ofboththemodulusand
geometricarguments.
Correctanswerwith
workshowntoclearly
supportboth
explanations(properties
ofmodulusand
geometric).
NCN.4
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NCN.5
NCN.6
Littleornowork.
Explanationfailsto
addresstransformations
inameaningfulway.
referencestorotations
anddilationsdoesnot
clearlyaddressthefact
thatmultiplicationby
1/wrepresentsa
clockwiserotationof
arg(w).
Identifiesarg(z)and
arg(w),explainsthat
multiplicationby1/w
wouldcreateaclockwise
rotation,butthe
explanationlacksaclear
reasonwhythetwo
shouldbesubtractedor
containsotherminor
errors.
Explainsbothcorrectthe
rotationandlackof
dilationsince|w|=1.
Identifiesarg(z)and
arg(w)intheir
explanationAND
supportswhytheir
differenceinthe
solution.Mayincludea
sketch.
NCN.3
NCN.5
Bothz/wandarg(z/w)
areincorrectdueto
majormisconceptionsor
calculationerrors.May
argueincorrectlythat
theargumentsineandf
shouldbedifferent.
Eitherz/worarg(z/w)is
incorrectdueto
mathematicalerrors.
Shouldindicatethat
bothargumentsshould
bethesame.
Correctlycomputesz/w
andarg(z/w),butfailsto
comparethearguments
inpartdandeorexplain
whytheyshouldbethe
same.
Correctanswer.
Computesboth
argumentstotwo
decimalplaces.Work
shownusesappropriate
notationANDsufficient
stepstofollowthe
solution.
NCN.4
GCO.4
Littleornoattemptto
solvetheproblem.
Explainsanapproachthe
wouldpartially
accomplishacorrect
solutionandsupportsit
withcorrectworkOR
explainsacorrect
approach,butmakes
limitedprogressona
correctsolutiondueto
majorerrors.
Explains,butmaynotbe
abletoexecutean
approachthatwould
yieldacorrectsolution.
Workislimitedandmay
containminorerrors.
ExplainsANDexecutes
anapproachthatyieldsa
correctsolution.Workis
supportedbothverbally
ANDsymbolicallywith
properterminologyand
notation.
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EndofModuleAssessmentTask
M1
PRECALCULUS
Name
Date
1 k
forafixedpositivenumber
0 k
1. Considerthetransformationontheplanegivenbythe 2 2 matrix
k .
a.
Drawasketchoftheimageoftheunitsquareunderthistransformation(theunitsquarehasvertices
0,0 , 1,0 , 0,1 ,and 1,1 ).Besuretolabelallfourverticesoftheimagefigure.
b.
Whatistheareaoftheimageparallelogram?
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PRECALCULUS
x
y
2
3
Findthecoordinatesofapoint whoseimageunderthetransformationis .
c.
1 k
1
isappliedoncetothepoint ,andthenoncetotheimagepoint,and
0 k
1
Thetransformation
d.
thenoncetotheimageoftheimagepoint,andthenoncetotheimageoftheimageoftheimage
1
1
point,andsoon.Whatarethecoordinatesoftenfoldimageofthepoint ?
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cos 1 sin 1
.
sin 1 cos 1
2. Considerthetransformationgivenby
a.
x
y
Describethegeometriceffectofapplyingthistransformationtoapoint intheplane.
b.
x
y
Describethegeometriceffectofapplyingthistransformationtoapoint intheplanetwice:
oncetothepoint,andthenoncetoitsimage.
c.
Usepart(b)toprove cos 2 cos 1 sin 1 and sin 2 2sin 1 cos 1 .

2
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AProgressionTowardMastery
Assessment
TaskItem
STEP1
Missingorincorrect
answerandlittle
evidenceof
reasoningor
applicationof
mathematicsto
solvetheproblem.
STEP2
Missingorincorrect
answerbut
evidenceofsome
reasoningor
applicationof
mathematicsto
solvetheproblem.
STEP3
Acorrectanswer
withsomeevidence
ofreasoningor
applicationof
mathematicsto
solvetheproblem,
oranincorrect
answerwith
substantial
evidenceofsolid
reasoningor
applicationof
mathematicsto
solvetheproblem.
STEP4
Acorrectanswer
supportedby
substantial
evidenceofsolid
reasoningor
applicationof
mathematicsto
solvetheproblem.
NVM.11
NVM.12
GCO.2
GCO.5
Solutiondoesntapply
matrixmultiplicationor
transformationsto
determinethe
coordinatesofthe
resultingimage.Sketch
ismissing.
Twoormorecoordinates
oftheimageare
incorrectandthesketch
oftheimageis
incompleteorpoorly
labeledORtheimageisa
parallelogramwithnow
workshownandno
verticeslabeled.
Coordinatesoftheimage
arecorrect,butthe
sketchoftheimagemay
beslightlyinaccurate.
Worktosupportthe
calculationoftheimage
coordinatesislimitedOR
threeoutoffour
coordinatescorrectand
sketchaccuratelyreflects
thestudents
coordinates.
Appliesmatrix
multiplicationeach
coordinateoftheunit
squaretogettheimage
coordinates.Drawsa
fairlyaccuratesketchof
aparallelogramwith
verticescorrectly
labeled.Valuesforkwill
vary,buttheresulting
imageshouldlooklikea
parallelogramandthe
distancekinthevertical
andhorizontaldirection
shouldappearequal.
NVM.12
GCO.2
Doesnotcomputethe
areaofaparallelogram
orthefigurethey
sketchedcorrectly.
Computestheareaof
theirfigurecorrectly,but
doesnotuse
determinantofthe2x2
matrixintheir
calculation.
Computestheareaof
theirfigureusingthe
determinantofthe2x2
matrix,butthesolution
maycontainminor
errors.
Computesareaofthe
parallelogramcorrectly
usingadeterminant.
Workshows
understandingthatthe
areaoftheimageisthe
productoftheareaof
theoriginalfigureand
theabsolutevalueofthe
determinantofthe
transformationmatrix.
NosolutionprovidedOR
workisunrelatedtothe
standardsaddressedin
thisproblem.
Incorrectsolutionorset
upoftheoriginalmatrix
equation.Limited
evidencethatthe
studentunderstands
thatthesolutiontothe
Createsacorrectmatrix
equationtosolveforthe
pointandtranslatesthe
equationtoasystemof
linearequations.Work
shownmaybe
Createsacorrectmatrix
equationtosolveforthe
point.Translatesthe
equationtoasystemof
linearequationsAND
solvesthesystem
NVM.10
NVM.11
GCO.2
Module1:
Date:
5/11/13
25
M1
PRECALCULUS
matrixequationwillfind
thepointinquestionOR
correctmatrixequation
andnoadditionalwork
ORcorrectsystemof
linearequationsandno
additionalwork.
incompleteandfinal
answermaycontain
minorerrorsORcorrect
solution,butthematrix
equationorthesystem
ofequationsismissing
fromtheirsolution.Very
littleworkshownto
provideevidenceof
studentthinking.
correctly.Workshownis
organizedinamanner
thatiseasytofollowand
usesproper
mathematicalnotation.
Studentsolutiondoes
notcorrectlyapplythe
transformationonetime.
Studentdoesnot
attemptageneralization
forthe10foldimage.
Studentsolutiondoes
notcorrectlyapplythe
transformationmore
thanonetime.Student
mayattemptto
generalizetothe10fold
image,buttheiranswer
containsmajor
conceptualerrors.
Studentsolution
providesevidencethat
thestudentunderstood
theproblemand
observedpatterns,but
minorerrorspreventa
correctsolutionforthe
10foldimageOR
studentsolutionshows
correctrepeated
applicationofthe
transformationatleast
threetimes,butthe
studentisunableto
extendthepatternto
the10foldimage.
Correctsolutionforthe
10foldimage.Student
solutionprovides
enoughevidenceAND
explanationtoclearly
illustratehowthey
observedandextended
thepattern.
Doesnotrecognizethe
transformationasa
rotationofthepoint
abouttheorigin.
Identifiesthe
transformationasa
rotation,butcannot
correctlystatethe
directionortheangle
measure.
Correctlyidentifiesthe
transformationasa
rotationaboutthe
origin,buttheanswer
containsanerror,such
asthewrongdirectionor
thewrongangle
measurement.
transformationasa
counterclockwise
rotationabouttheorigin
throughanangleof1
radian.
Identifiesthe
transformationasa
rotation,butthesolution
doesnotmakeitclear
nd
thatthe2 rotation
appliestotheimageof
theoriginalpointOR
identifiesthe
transformationasan
additionalrotation,but
theanswercontainstwo
ormoreerrors.
repeatedtransformation
asanadditionalrotation,
buttheanswercontains
nomorethanoneerror.
asarotationofthe
imageofthepoint
another1radian
clockwiseaboutthe
originforatotalof2
radians.
NVM.11
NVM.11
NVM.12
NCN.4
NCN.5
GCO.2
GCO.4
Doesnotidentifythe
b
asarotation.
NVM.11
NVM.12
NCN.4
NCN.5
GCO.2
GCO.4
Module1:
Date:
5/11/13
26
M1
PRECALCULUS
NCN.4
NCN.5
GCO.2
Littleornoattemptat
multiplyingthepoint
(x,y)byeitherofthe
rotationmatrices.
Setsupandattemptsthe
necessarymatrix
multiplications,but
solutionhastoomany
majorerrorsORtoolittle
workforthestudentto
makesignificant
progressontheproof.
Solutionincludes
multiplicationof(x,y)by
theoriginalrotation
matrixtwiceAND
multiplicationof(x,y)by
the2radianrotation
matrix.Failstoequate
thetwoanswerstofinish
theproof.Solutionmay
containminor
computationerrors.
Thesolutiondetails
multiplicationbythe
originalrotationmatrix
twice,comparesthat
resulttomultiplication
bythe2radianrotation
matrix,ANDequatesthe
twoanswerstoverify
theidentities.Students
usecorrectnotation
ANDtheirsolution
illustratestheirthinking
clearly.Thesolutionis
freefromminorerrors.
Module1:
Date:
5/11/13
27
M1
PRECALCULUS
Module1:
Date:
5/11/13
28
M1
PRECALCULUS
Module1:
Date:
5/11/13
29
M1
PRECALCULUS
Module1:
Date:
5/11/13
30
M1
PRECALCULUS
Module1:
Date:
5/11/13
31
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NewYorkStateCommonCore

Findacomplexnumber w ,writtenintheform w a ib ,suchthat wz1 z2 .

Whenthepoints z1 and z2 areplottedinthecomplexplane,whatistheanglebetweentheline

segmentconnectingtheoriginto z1 andthelinesegmentconnecting z2 to z1 ?Whattypeof

Findthecomplexnumber, v ,closesttotheoriginthatliesonthelinesegmentconnecting z1 and

2. Let z bethecomplexnumber 2 3i lyinginthecomplexplane.

Writedownacomplexnumber, w ,ofmodulus 1thatlieson m inthefirstquadrant.

Whatisthemodulusof wz andhowdoesitcomparetothemodulusof z ?Firstusepropertiesof

form arctan forsomefraction

Writedownthecomplexnumber(inrectangularform a ib )thatisthereflectionof z acrossline

0,0 , 1,0 , 0,1 ,and 1,1 ).Besuretolabelallfourverticesoftheimagefigure.

Usepart(b)toprove cos 2 cos 1 sin 1 and sin 2 2sin 1 cos 1 .

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0

2012 Common Core, Inc. All rights reserved. commoncore.org

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