See flow chart below. (The bold parts are what I think are the more important concepts from the course.) If my new colleagues would support my decision in organizing my course this way, then I hope to start with sequences as a way of re-introducing linear, quadratic, and exponential forms. The kids will see, for example, that if you use summation formulas to capture the sum of second differences, then the resulting n-th element will have a quadratic form in terms of n. At the end of those basic functions re-introduction, my hope is that the kids can do a written project analyzing triangular and stellar numbers, similar to the old IB portfolio task from a few years back. (I've misplaced that prompt now, so I'll have to create one that is similar.)

Then, using their knowledge of these basic functional forms as a basis, we will examine the graphs formed by these basic forms and use that to re-introduce the core concept of transformations. We will learn the other functional types only as necessitated by modeling of different types of data, so that the kids can always remember the importance of contextual analysis and interpretation. Eventually, at the end of the course, each student will do two modeling projects:

1. a project using GeoGebra or Desmos in order to create a picture with functions and to practice basic functions modeling and specifying domain restrictions.

2. a real-world modeling project of their choice, in order to practice asymptotic analysis and written communication. In this final project, we can add additional requirements such as analyzing the rates of change, in order to preview some introductory concepts from Calculus.

Thoughts? Do you think this organization would make sense to students?