NC Math 3 is the junior level mathematics course for North Carolina high school students. In Math 3, we will move toward the abstract side of mathematics, often called

The expectations for Math 3 are higher than that of a Math 2 student. The content is more difficult and often times abstract. We spend plenty of time studying the way in which algebraic expressions behave, in addition to applying them to a real-world context. Math 3 is an EOC tested course, from which you cannot be excused. You must study, complete assignments as requested, and ask for help in order to pass this class.

*pure mathematics*. We will spend most of the first nine weeks focusing on functions of increasing degree and complexity. Later in the class, we will dive into studying the structure of quadrilaterals, triangles, and circles, as well as the advanced levels of logical arguments about these figures. We wrap up our semester studying how to appropriately report and interpret statistical data.The expectations for Math 3 are higher than that of a Math 2 student. The content is more difficult and often times abstract. We spend plenty of time studying the way in which algebraic expressions behave, in addition to applying them to a real-world context. Math 3 is an EOC tested course, from which you cannot be excused. You must study, complete assignments as requested, and ask for help in order to pass this class.

**I have taught Math 3 many times and it is one of my favorite classes to teach!**
NC SCOS Rationale: This first unit builds upon students’ previous work with modeling functions in Math 1 and 2. This unit helps students transition from modeling in the real world to more abstract mathematical concepts like polynomial and rational functions. It develops the notion of the inverse function of quadratic, exponential, and linear functions and introduces piecewise-defined and absolute value functions through multiple representations, i.e. graphing, equations, tables, verbal descriptions, etc. Since students in Math 1 and Math 2 have already worked with linear, quadratic, and exponential functions, this allows teachers a chance to begin with content that is familiar to students. It also assists teachers in identifying misconceptions, obstacles, and gaps in prior learning. |

NC SCOS Rationale: Students will begin by continuing their modeling work (connected to the first unit), with expressions or functions that represent familiar topics such as perimeter and area, and volume. Students have worked with quadratics in Math 1 and 2, so the model they create for area will be familiar to them. The modeling of volume would introduce a cubic polynomial and present the opportunity to begin exploring polynomials of higher degree more in depth. |

NC SCOS Rationale: Following the functions unit, this unit continues to build upon familiarity with exponents and exponential functions and introduces logarithmic functions. Additionally, solving exponential and logarithmic equations involves using algebraic operations students have practiced in Math 1 and Math 2, thus this unit seeks to build continued opportunities for students to be successful at the beginning of Math 3. Furthermore, flexibility with exponential and logarithmic models is essential for competence in Precalculus and Calculus; therefore, teachers should stress a modeling approach to this unit. |

NC SCOS Rationale: This unit is intended to develop students’ understanding of rational functions. It is suggested to be taught in close proximity to the polynomials unit because of the connection of rational expressions to the division of polynomials. This unit should begin with reviewing both simplification of fractions and all arithmetic operations to help students understand the similarities and differences between rational numbers and expressions. |

NC SCOS Rationale: This unit transitions from polynomial work to geometric concepts that require the use of algebra. It is intentionally placed after the polynomials unit because the polynomials unit is suggested to begin with geometric modeling that results in a polynomial. This unit also transitions into geometric concepts with an emphasis on reasoning, justification, and formalizing proof. Students will extend upon their work with proof in Math 2 focusing on both paragraph and flow proofs. Students are familiar with the properties of parallelograms from middle school and have categorized parallelograms and informally verified parallelogram properties through coordinate geometry in Math 1. |

NC SCOS Rationale: The Reasoning with Geometry unit purposefully concludes with circles. In students’ work with circles, they will develop their understanding of radian measure through proportions in circles. This sets up a connection of circular motion to trigonometric functions in the next unit. |

NC SCOS Rationale: Students’ understanding of radians and the idea of circular motion are connections that can help students better understand trigonometric functions. Students will build upon the information they learned in Math 2 with trigonometric ratios, and apply them to triangles and circles on a coordinate plane. Students will use the periodic nature of trigonometric functions, and use them to model real world phenomena. |

NC SCOS Rationale: Students will understand statistics as a process of making inferences about a population (parameter) based on results from a random sample (statistic), as well as acknowledge the role of randomization in using sample surveys, experiments, and observational studies to collect data and understand the limitations of generalizing results to populations (related to randomization). Students will understand not all data that is reported is valid. Reports should be evaluated based on source, design of the study, and data displays. |