# , Precalculus, Quarter 1

Save this PDF as:

Size: px
Start display at page:

## Transcription

1 , Precalculus, Quarter 1 The following Practice Standards and Literacy Skills will be used throughout the course: Standards for Mathematical Practice Literacy Skills for Mathematical Proficiency 1. Make sense of problems and persevere in solving them. 1. Use multiple reading strategies. 2. Reason abstractly and quantitatively. 2. Understand and use correct mathematical vocabulary. 3. Construct viable arguments and critique the reasoning of others. 3. Discuss and articulate mathematical ideas. 4. Model with mathematics. (Standards are shown with a ) 4. Write mathematical arguments. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Standards P.F.BF.A.2 Develop an understanding of functions as elements that can be operated upon to get new functions: addition, subtraction, multiplication, division, and composition of functions. Functions and their Graphs Student Friendly I Can Statements I can create functions by adding, subtracting, multiplication, division, and composition of functions. P.F.BF.A.4 Construct the difference quotient for a given function and simplify the resulting expression. P.F.IF.A.1 Determine whether a function is even, odd, or neither. P.F.BF.A.1 Understand how the algebraic properties of an equation transform the geometric properties of its graph. For example, given a function, describe the transformation of the graph resulting from the manipulation of the algebraic properties of the equation (i.e., translations, stretches, reflections and changes in periodicity and amplitude). P.F.BF.A.3 Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time. I can construct the difference quotient for a given function and simplify the resulting expression. I can determine whether a function is even, odd, or neither algebraically and graphically. I can describe the transformation of the graph resulting from the manipulation of the algebraic properties of the equation (i.e., translations, stretches, reflections, and changes in periodicity and amplitude). I can form a composite function. I can find the domain of a composite function. I can recognize the role that domain of a function plays in the combination of functions by composition of functions Page 1 of 5

2 P.F.B F.A.5 Find inverse functions (including exponential, logarithmic and trigonometric). a. Calculate the inverse of a function, f (x), with respect to each of the functional operations; in other words, the additive inverse, f(x), the multiplicative inverse, 1/f(x)and the inverse with respect to composition, f 1 (x). Understand the algebraic and graphical implications of each type. b. Verify by composition that one function is the inverse of another. I can calculate the inverse of a function with respect to each of the functional operations. I can verify by composition that one function is the inverse of another. I can identify whether a function has an inverse with respect to composition and when functions are inverses of each other with respect to composition. I can find an inverse function by restricting the domain of a function that is not one-to-one. c. Read values of an inverse function from a graph or a table, given that the function has an inverse. d. Recognize a function is invertible if and only if it is one-to-one. Produce an invertible function from a non-invertible function by restricting the domain. P.F.BF.A.6 Explain why the graph of a function and its inverse are reflections of one another over the line y=x. P.S.MD.A.3 Use a regression equation modeling bivariate data to make predictions. Identify possible considerations regarding the accuracy of predictions when interpolating or extrapolating. I can explain why the graph of a function and its inverse are reflections of one another over the line y = x. I can use a regression equation modeling bivariate data to make predictions. P.F.TF.A.1 Convert from radians to degrees and from degrees to radians. Trigonometry I can convert from radians to degrees and from degrees to radians. P.G.AT.A.3 Derive and apply the formulas for the area of sector of a circle. P.G.AT.A.4 Calculate the arc length of a circle subtended by a central angle. I can derive and apply the formulas for the area of sector of a circle. I can calculate the arc length of a circle subtended by a central angle. Page 2 of 5

3 P.F.TF.A.2 Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π x, π+x, and 2π x in terms of their values for x, where x is any real number. P.F.TF.A.3 Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions. I can find the reference angle of any angle on the unit circle. I can evaluate the trig functions of any angle of the unit circle using reference angles. I can use the unit circle to explain symmetry of the six trigonometric functions. I can describe periodicity of all six trigonometric functions. P.F.GT.A.1 Interpret transformations of trigonometric functions. P.F.GT.A.2 Determine the difference made by choice of units for angle measurement when graphing a trigonometric function. P.F.GT.A.3 Graph the six trigonometric functions and identify characteristics such as period, amplitude, phase shift, and asymptotes. P.F.GT.A.4 Find values of inverse trigonometric expressions (including compositions), applying appropriate domain and range restrictions. P.F.GT.A.5 Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed. P.F.GT.A.6 Determine the appropriate domain and corresponding range for each of the inverse trigonometric functions. P.F.GT.A.7 Graph the inverse trigonometric functions and identify their key characteristics. I can match a trigonometric equation with its graph by recognizing the parent graph and by using transformations. I can determine the difference made by choice of units for angle measurement when graphing a trigonometric function. I can graph the six trigonometric functions (sin, cos, tan, csc, sec, cot) and identify characteristics such as period, amplitude, phase shift, and asymptotes. I can find values of inverse trigonometric functions, applying appropriate domain and range restrictions. I can understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed. I can determine identify and list the appropriate domain and corresponding range for each of the inverse trigonometric functions. I can graph the inverse trigonometric functions, and identify their key characteristics. Page 3 of 5

4 P.F.GT.A.8 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. I can use inverse functions to solve trigonometric equations that arise in modeling contexts. I can analyze the results of solving an equation and determine when it represents the solution of a real-world problem. I can explain why some results are not actually answers for the real-world problem. P.G.AT.A.1 Use the definitions of the six trigonometric ratios as ratios of sides in a right triangle to solve problems about lengths of sides and measures of angles. P.S.MD.A.3 Use a regression equation modeling bivariate data to make predictions. Identify possible considerations regarding the accuracy of predictions when interpolating or extrapolating. I can use the definitions of the six trigonometric ratios as ratios of sides in a right triangle to solve problems about lengths of sides and measures of angles. I can use a regression equation modeling bivariate data to make predictions involving exponential, logarithmic, and trigonometric functions. P.F.TF.A.4 Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. I can choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. Honors Addendum Note for Teachers of Honors: Do not teach this Honors Addendum at the end of the quarter. Embed the Honors Addendum within the regular Scope & Sequence. Apply the arc length formula or conversion factors to real world applications. Apply appropriate techniques to analyze mathematical models and functions constructed from verbal information; interpret the solution obtained in written form using appropriate units of measurement. I can apply linear and angular velocity formulas in real world applications. I can create and analyze mathematical models that describe situations including growth and decay and financial applications. Page 4 of 5

5 , Precalculus, Quarter 2 The following Practice Standards and Literacy Skills will be used throughout the course: Standards for Mathematical Practice Literacy Skills for Mathematical Proficiency 1. Make sense of problems and persevere in solving them. 1. Use multiple reading strategies. 2. Reason abstractly and quantitatively. 2. Understand and use correct mathematical vocabulary. 3. Construct viable arguments and critique the reasoning of others. 3. Discuss and articulate mathematical ideas. 4. Model with mathematics. 4. Write mathematical arguments. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Standards P.G.TI.A.1 Apply trigonometric identities to verify identities and solve equations. Identities include: Pythagorean, reciprocal, quotient, sum/difference, double-angle, and half-angle. Analytic Trigonometry Student Friendly I Can Statements I can recognize and use the following trigonometric identities to verify identities and solve trigonometric equations: Pythagorean, Reciprocal, Quotient, Sum/Difference, Double Angle P.G.TI.A.2 Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems. I can prove the sum and difference formulas for sine, cosine, and tangent and apply them in solving problems. P.G.AT.A.2 Derive the formula A = ½ ab sinc for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side. P.G.AT.A.5 Prove the Laws of Sines and Cosines and use them to solve problems. Additional Topics in Trigonometry, Including Vectors I can derive the area of triangle formula A= ½ ab sinc by constructing a drawing to model the situation. I can prove the Law of Sines and Cosines and apply them to solve problems. Page 1 of 5

6 P.G.AT.A.6 Understand and apply the Law of Sines (including the ambiguous case) and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces). I can apply the Law of Sines (including the ambiguous case) and Cosines in order to solve right and oblique triangles. I can solve real work problems (e.g. surveying, navigation.) I can determine how many solutions are possible for the Ambiguous case of the Law of Sines. I can determine when it is appropriate to use A = (1/2)ab sinc and Heron s Law. I can find areas of triangles using the two area formulas A = (1/2)ab sinc and Heron s Law. P.N.VM.A.1 Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, v, v, v). P.N.VM.A.2 Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point. I can represent vectors graphically with both magnitude and direction. I can represent vectors by directed line segments and use appropriate symbols for vectors and their magnitudes. I can interpret vectors geometrically and their relationship to real life problems. I can demonstrate that vectors are determined by the coordinates of their initial and terminal points, or by their components Page 2 of 5

7 P.N.VM.B.3 Solve problems involving velocity and other quantities that can be represented by vectors. P.N.VM.B.4 Add and subtract vectors. a. Add vectors end-to-end, component-wise, and by the parallelogram rule. Understand that the magnitude of a sum of two vectors is typically not the sum of the magnitudes. b. Given two vectors in magnitude and direction form, determine the magnitude and direction of their sum. c. Understand vector subtraction v w as v + ( w), where w is the additive inverse of w, with the same magnitude as w and pointing in the opposite direction. Represent vector subtraction graphically by connecting the tips in the appropriate order, and perform vector subtraction component-wise. P.N.VM.B.5 Multiply a vector by a scalar. a. Represent scalar multiplication graphically by scaling vectors and possibly reversing their direction; perform scalar multiplication component-wise, e.g., as c(vx, vy) = (cvx, cvy). b. Compute the magnitude of a scalar multiple cv using cv = c v. Compute the direction of cv knowing that when c v 0, the direction of cv is either along v (for c > 0) or against v (for c < 0). P.N.CN.A.4 Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. For example, ( i ) 3 = 8 because ( i ) has modulus 2 and argument 120. I can use vectors to model velocity and direction to solve problems. I can add and subtract vectors using a variety of methods and multiple representations. I can represent vectors and vector arithmetic graphically by creating a resultant vector. I can calculate the magnitude and direction angle of a resultant vector. I can represent vector subtraction graphically. I can multiply a vector by a scalar algebraically and by modeling them graphically. I can calculate the magnitude and the direction angle of a scalar multiple of a vector. I can represent addition, subtraction, multiplication, and division of complex numbers geometrically on the complex plane. Page 3 of 5

8 P.N.CN.A.5 Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints. I can calculate the distance between numbers in the complex plane as the magnitude or modulus of the difference by finding the absolute value of the complex number. I can calculate the midpoint of a segment as the average of the numbers at its endpoints. P.N.VM.B.6 Calculate and interpret the dot product of two vectors. I can interpret the dot product of two vectors I can use the dot product to find the angle between two vectors. P.N.CN.A.1 Perform arithmetic operations with complex numbers expressing answers in the form a+bi. P.N.CN.A.2 Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers. P.G.PC.A.1 Graph functions in polar coordinates. I can perform arithmetic operations with complex numbers expressing answers in the form a+bi. I can find the conjugate of a complex number and use them to find moduli and quotients of complex numbers. I can graph functions in polar coordinates. P.G.PC.A.2 Convert between rectangular and polar coordinates. I can convert between rectangular and polar coordinates. P.G.PC.A.3 Represent situations and solve problems involving polar coordinates. P.N.CN.A.3 Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number. I can represent complex numbers on the complex plane in rectangular and polar form. I can represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers). I can explain why the rectangular and polar forms of a given complex number represent the same number. Page 4 of 5

9 P.A.PE.A.1 Graph curves parametrically (by hand and with appropriate technology). P.A.PE.A.2 Eliminate parameters by rewriting parametric equations as a single equation. I can graph parametrically by hand and with appropriate technology. I can eliminate parameters by rewriting parametric equations as a single equation. Honors Addendum Note for Teachers of Honors: Do not teach this Honors Addendum at the end of the quarter. Embed the Honors Addendum within the regular Scope & Sequence. Simulate motion using parametric equations. Apply De Moivre s Theorem to find powers and roots of complex numbers. I can simulate motion using parametric equations. I can apply De Moivre s Theorem to find powers and roots of complex numbers. Page 5 of 5

10 , Precalculus, Quarter 3 The following Practice Standards and Literacy Skills will be used throughout the course: Standards for Mathematical Practice Literacy Skills for Mathematical Proficiency 1. Make sense of problems and persevere in solving them. 1. Use multiple reading strategies. 2. Reason abstractly and quantitatively. 2. Understand and use correct mathematical vocabulary. 3. Construct viable arguments and critique the reasoning of others. 3. Discuss and articulate mathematical ideas. 4. Model with mathematics. 4. Write mathematical arguments. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Standards P.F.IF.A.5 Identify characteristics of graphs based on a set of conditions or on a general equation such as y = ax 2 + c Student Friendly I Can Statements Polynomial and Rational Functions I can identify characteristics of graphs such as direction it opens, vertex based on a set of conditions or on a general equation such as y = ax 2 + c P.F.IF.A.2 Analyze qualities of exponential, polynomial, logarithmic, trigonometric, and rational functions and solve real world problems that can be modeled with these functions (by hand and with appropriate technology). I can analyze qualities of exponential, polynomial, logarithmic, trigonometric, and rational functions and solve real world problems that can be modeled with these functions. Page 1 of 6

11 I can identify or analyze the following properties of polynomial, and rational functions from tables, graphs, and equations. Domain Range Continuity Increasing/decreasing behavior Symmetry Boundedness Extrema Asymptotes Intercepts Holes End behavior with limit notation. Concavity P.F.IF.A.4 Identify the real zeros of a function and explain the relationship between the real zeros and the x-intercepts of the graph of a function (exponential, polynomial, logarithmic, trigonometric, and rational). P.F.IF.A.6 Visually locate critical points on the graphs of functions and determine if each critical point is a minimum, a maximum or point of inflection. Describe intervals where the function is increasing or decreasing and where different types of concavity occur. P.F.IF.A.7 Graph rational functions, identifying zeros, asymptotes (including slant), and holes (when suitable factorizations are available) and showing end-behavior. P.N.CN.B.6 Extend polynomial identities to the complex numbers. For example, rewrite x2 + 4 as (x + 2i)(x 2i). I can identify the real zeros of the graph of a function (polynomial, rational, exponential, logarithmic, and trigonometric) in equation or graphical form I can explain the relationship between the real zeros and the x- intercept of the graph of a function (polynomial, rational, exponential, logarithmic, and trigonometric). I can locate critical points on the graphs of polynomial functions and determine if each critical point is a minimum or a maximum. I can describe and locate maximums, minimums, increasing and decreasing intervals, and zeroes given a sketch of the graph. I can graph rational functions, identifying zeros, asymptotes (including slant), and holes (when suitable factorizations are available) and showing end-behavior. I can extend polynomial identities to the complex numbers. Page 2 of 6

12 P.N.CN.B.7 Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials. P.N.NE.A.4 Simplify complex radical and rational expressions; discuss and display understanding that rational numbers are dense in the real numbers and the integers are not. P.N.NE.A.5 Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions. P.A.REI.A.3 Solve nonlinear inequalities (quadratic, trigonometric, conic, exponential, logarithmic, and rational) by graphing (solutions in interval notation if one-variable), by hand and with appropriate technology. P.A.REI.A.4 Solve systems of nonlinear inequalities by graphing. I know the Fundamental Theorem of Algebra and can show it is true for quadratic polynomials. I can simplify complex radical and rational expressions. I can add, subtract, multiply, and divide rational expressions. I can solve nonlinear inequalities (quadratic and rational) by graphing (solutions in interval notation if one-variable), by using a sign chart, and with appropriate technology I can solve systems of nonlinear inequalities by graphing. P.F.IF.A.2 Analyze qualities of exponential, polynomial, logarithmic, trigonometric, and rational functions and solve real world problems that can be modeled with these functions (by hand and with appropriate technology). Exponential and Logarithmic Functions I can identify or analyze the following properties of exponential, logarithmic and logistic functions. Domain Range Continuity Increasing/decreasing behavior Symmetry Boundedness Extrema Asymptotes Intercepts Holes End behavior with limit notation. Concavity Page 3 of 6

13 I can solve real world problems that can be modeled using quadratic, exponential, or logarithmic functions (by hand and with appropriate technology). I can determine what function should be used to model a real-world situation. I can apply the appropriate function to a real-world situation and then find its solution. P. N.NE.A.3 Classify real numbers and order real numbers that include transcendental expressions, including roots and fractions of pi and e. P.N.NE.A.2 Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents. I can classify real numbers and order real numbers that include transcendental expressions, including roots and fractions of pi and e. I can demonstrate understanding of the inverse relationship between exponents and logarithms. I can solve problems containing logarithms and exponents. I can change an equation from logarithmic to exponential form and back. I can solve exponential equations. I can solve logarithmic equations. I can prove basic properties of a logarithm using properties of its inverse and apply those properties to solve problems. I can find the inverse of an exponential or a logarithmic function. P.N.NE.A.1 Use the laws of exponents and logarithms to expand or collect terms in expressions; simplify expressions or modify them in order to analyze them or compare them. I can use the laws of exponents and logarithms to expand or collect terms in expressions; simplify expressions or modify them in order to analyze them or compare them. Page 4 of 6 I can compare exponential and logarithmic expressions.

14 P.N.VM.C.7 Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network. Matrices and Determinants I can use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network. P.N.VM.C.8 Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled. P.N.VM.C.9 Add, subtract, and multiply matrices of appropriate dimensions. I can multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled. I can determine if matrices may be added, subtracted or multiplied by using their dimensions. I can add, subtract, and multiply matrices of appropriate dimensions. P.N.VM.C.10 Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties. P.N.VM.C.11 Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse. I can show that matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties. I can show how the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. I can explain how the determinant of a square matrix is non-zero if and only if the matrix has a multiplicative inverse. P.N.VM.C.12 Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors. I can multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. I can work with matrices as transformations of vectors. P.N.VM.C.13 Work with 2 2 matrices as transformations of the plane, and interpret the absolute value of the determinant in terms of area. I can work with 2 2 matrices as transformations of the plane, and interpret the absolute value of the determinant in terms of area. Page 5 of 6

15 P.A.REI.A.1 Represent a system of linear equations as a single matrix equation in a vector variable. P.A.REI.A.2 Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 3 or greater). I can represent a system of equations as a single matrix equation in a vector variable. I can find the inverse of a matrix if it exists and use it to solve systems of linear equations. I can use technology when solving system of equations represented my matrices of dimensions 3 3 or greater. Honors Addendum Note for Teachers of Honors: Do not teach this Honors Addendum at the end of the quarter. Embed the Honors Addendum within the regular Scope & Sequence. Solve maximum/minimum value problems by converting the given verbal information into an appropriate mathematical model and analyzing the graph of that model graphically to answer the questions. Recognize the approximation necessary when solving graphically. I can solve challenging optimization problems involving threedimensional figures, i.e. boxes, cones. I can describe the solution process by analyzing the graph and constructing arguments to explain this reasoning. I can use precise language to write solutions to max/min problems. Page 6 of 6

16 , Precalculus, Quarter 4 The following Practice Standards and Literacy Skills will be used throughout the course: Standards for Mathematical Practice Literacy Skills for Mathematical Proficiency 1. Make sense of problems and persevere in solving them. 1. Use multiple reading strategies. 2. Reason abstractly and quantitatively. 2. Understand and use correct mathematical vocabulary. 3. Construct viable arguments and critique the reasoning of others. 3. Discuss and articulate mathematical ideas. 4. Model with mathematics. 4. Write mathematical arguments. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Standards P.A.S.A.1 Demonstrate an understanding of sequences by representing them recursively and explicitly. Student Friendly I Can Statements Sequences and Series I can demonstrate an understanding of sequences by representing them recursively and explicitly. P.A.S.A.2 Use sigma notation to represent a series; expand and collect expressions in both finite and infinite settings. P.A.S.A.3 Derive and use the formulas for the general term and summation of finite or infinite arithmetic and geometric series, if they exist. a. Determine whether a given arithmetic or geometric series converges or diverges. b. Find the sum of a given geometric series (both infinite and finite). c. Find the sum of a finite arithmetic series. I can use Sigma notation to represent a series. I can determine whether a given arithmetic or geometric series converges or diverges. I can find the sum of a given geometric series (both infinite and finite). I can find the sum of a finite arithmetic series. Page 1 of 3

17 P.F.IF.A.8 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0)=f(1)=1, f(n+1)=f(n)+f(n-1) for n 1. P.A.S.A.4 Understand that series represent the approximation of a number when truncated; estimate truncation error in specific examples. P.A.S.A.5 Know and apply the Binomial Theorem for the expansion of (x + y) n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal s Triangle. I can analyze a variety of types of situations modeled by functions and recognize that sequences are functions, sometimes defined recursively. I can understand that the series represent the approximation of a number when truncated; estimate truncation error in specific examples. I can know and apply the Binomial Theorem for the expansion of (x + y) n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined, for example, by Pascal s Triangle. Topics in Analytic Geometry P.A.C.A.1 Display all of the conic sections as portions of a cone. I can display all of the conic sections as portions of a cone. P.A.C.A.2 Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant. P.A.C.A.3 From an equation in standard form, graph the appropriate conic section: ellipses, hyperbolas, circles, and parabolas. Demonstrate an understanding of the relationship between their standard algebraic form and the graphical characteristics. P.A.C.A.4 Transform equations of conic sections to convert between general and standard form. I can derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant. I can graph ellipses and hyperbolas and demonstrate understanding of the relationship between their standard algebraic form and the graphical characteristics. I can transform equations of conic sections to convert between general and standard form. Page 2 of 3

18 P.S.MD.A.1 Create scatter plots, analyze patterns and describe relationships for bivariate data (linear, polynomial, trigonometric or exponential) to model real-world phenomena and to make predictions. Concepts in Statistics I can create scatter plots for bivariate data. (linear, polynomial, trigonometric or exponential) to model real-world phenomena. I can analyze patterns from the scatter plots that I created. I can describe relationships in the scatter plots. I can make prediction using the scatter plots. P.S.MD.A.2 Determine a regression equation to model a set of bivariate data. Justify why this equation best fits the data. P.S.MD.A.3 Use a regression equation modeling bivariate data to make predictions. Identify possible considerations regarding the accuracy of predictions when interpolating or extrapolating. I can explain how to determine the best regression equation model that approximates a particular data set. I can find the regression equation that best fits bivariate data. I can use a regression equation modeling bivariate data to make predictions. I can identify possible considerations regarding the accuracy of predictions when interpolating or extrapolating. Honors Addendum Note for Teachers of Honors: Do not teach this Honors Addendum at the end of the quarter. Embed the Honors Addendum within the regular Scope & Sequence. Develop the concept of the limit using tables, graphs, and algebraic properties. I can explore the properties of a limit by analyzing sequences and series. I can understand the relationship between a horizontal asymptote and the limit of a function at infinity. I can determine the limit of a function at a specified number. I can find the limit of a function at a number using algebra. Page 3 of 3

### Unit 1. Revisiting Parent Functions and Graphing

Unit 1 Revisiting Parent Functions and Graphing Revisiting Statistics (Measures of Center and Spread, Standard Deviation, Normal Distribution, and Z-Scores Graphing abs(f(x)) and f(abs(x)) with the Definition

### Tennessee s State Mathematics Standards Precalculus

Tennessee s State Mathematics Standards Precalculus Domain Cluster Standard Number Expressions (N-NE) Represent, interpret, compare, and simplify number expressions 1. Use the laws of exponents and logarithms

### Honors Precalculus Yearlong Mathematics Map

Honors Precalculus Yearlong Mathematics Map Resources: Approved from Board of Education Assessments: District Benchmark Assessments Common Core State Standards Standards for Mathematical Practice: 1. Make

### Precalculus. Precalculus Higher Mathematics Courses 85

Precalculus Precalculus combines the trigonometric, geometric, and algebraic techniques needed to prepare students for the study of calculus, and strengthens students conceptual understanding of problems

### 3. (+) Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.

Mathematics Standards for Trigonometry/Precalculus The Kansas College and Career Ready high school standards specify the mathematics that all students should study in order to be college and career ready.

Albuquerque School of Excellence Math Curriculum Overview Grade 12- PreCalculus Module Complex Numbers and Transformations Module Vectors and Matrices Module Rational and Exponential Functions Module Trigonometry

Unit Activity Correlations to Common Core State Standards Precalculus Table of Contents Number and Quantity 1 Algebra 3 Functions 3 Geometry 5 Statistics and Probability 6 Number and Quantity The Complex

### High School Mathematics Math IV

High School Mathematics Math IV The fundamental purpose of Mathematics IV is to generalize and abstract learning accumulated through previous courses and to provide the final springboard to calculus. Students

### Pre-Calculus Common Core Overview. Represent and model with vector quantities. (+) N.VM.1, 2, 3

Pre-Calculus Common Core Overview Number and Quantity Algebra Geometry Statistics and Probability The Complex Number System Vector Quantities and Matrices Reasoning with Equations and Inequalities Interpreting

### Pre-Calculus and Trigonometry Capacity Matrix

Review Polynomials A1.1.4 A1.2.5 Add, subtract, multiply and simplify polynomials and rational expressions Solve polynomial equations and equations involving rational expressions Review Chapter 1 and their

### Algebra II Learning Targets

Chapter 0 Preparing for Advanced Algebra LT 0.1 Representing Functions Identify the domain and range of functions LT 0.2 FOIL Use the FOIL method to multiply binomials LT 0.3 Factoring Polynomials Use

### Precalculus. Represent complex numbers and their operations on the complex plane.

Precalculus Precalculus is designed for students who have successfully completed the Algebra II with Trigonometry course. This course is considered to be a prerequisite for success in calculus and college

### How well do I know the content? (scale 1 5)

Page 1 I. Number and Quantity, Algebra, Functions, and Calculus (68%) A. Number and Quantity 1. Understand the properties of exponents of s I will a. perform operations involving exponents, including negative

### PreCalculus. Curriculum (447 topics additional topics)

PreCalculus This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence to meet curricular needs.

### Pre-Calculus & Trigonometry Scope and Sequence

WHCSD Scope and Sequence Pre-Calculus/ 2017-2018 Pre-Calculus & Scope and Sequence Course Overview and Timing This section is to help you see the flow of the unit/topics across the entire school year.

### Mathematics High School Functions

Mathematics High School Functions Functions describe situations where one quantity determines another. For example, the return on \$10,000 invested at an annualized percentage rate of 4.25% is a function

### Alabama Course of Study: Mathematics Precalculus

A Correlation of : Graphical, Numerical, Algebraic 8 th Edition to the INTRODUCTION This document demonstrates how : Graphical, Numerical, Algebraic, 8th Edition 2011, (Demana, et al.), meets the indicators

### Cherokee County School District Year-Long Curriculum Map GSE Pre-Calculus 1 st Semester 2 nd Semester

Cherokee County School District Year-Long Curriculum Map GSE Pre-Calculus 1 st Semester 2 nd Semester Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Functions MGSE9-12 F.IF.4, 7, 7e F.TF.1, 2,

### Honors Pre-Calculus (Course #341)

Honors Pre-Calculus (Course #341) Course of Study Findlay City Schools June 2016 TABLE OF CONTENTS 1. Findlay City Schools Mission Statement and Beliefs 2. Honors Pre-Calculus Course of Study 3. Honors

### Algebra 2 with Trigonometry Correlation of the ALEKS course Algebra 2 with Trigonometry to the Tennessee Algebra II Standards

Algebra 2 with Trigonometry Correlation of the ALEKS course Algebra 2 with Trigonometry to the Tennessee Algebra II Standards Standard 2 : Number & Operations CLE 3103.2.1: CLE 3103.2.2: CLE 3103.2.3:

### STEM-Prep Pathway SLOs

STEM-Prep Pathway SLOs Background: The STEM-Prep subgroup of the MMPT adopts a variation of the student learning outcomes for STEM from the courses Reasoning with Functions I and Reasoning with Functions

### WA State Common Core Standards - Mathematics

Number & Quantity The Real Number System Extend the properties of exponents to rational exponents. 1. Explain how the definition of the meaning of rational exponents follows from extending the properties

### Pre-Calculus and Trigonometry Capacity Matrix

Pre-Calculus and Capacity Matri Review Polynomials A1.1.4 A1.2.5 Add, subtract, multiply and simplify polynomials and rational epressions Solve polynomial equations and equations involving rational epressions

### Perform arithmetic operations with complex numbers Represent complex numbers and their operations on the complex plane

Pre-Calculus 1. Number and Quantity 1.1. The Complex Number System 1.2. Logic 1.3. Modular Arithmetic 1.4. Mathematical Induction 2. Algebra 2.1. Reasoning with Equations and Inequalities 3. Functions

### Secondary Honors Algebra II Objectives

Secondary Honors Algebra II Objectives Chapter 1 Equations and Inequalities Students will learn to evaluate and simplify numerical and algebraic expressions, to solve linear and absolute value equations

### PreCalculus. Curriculum (637 topics additional topics)

PreCalculus This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence to meet curricular needs.

1 Quadratic Functions and Factoring 1.1 Graph Quadratic Functions in Standard Form 1.2 Graph Quadratic Functions in Vertex or Intercept Form 1.3 Solve by Factoring 1.4 Solve by Factoring 1.5 Solve Quadratic

### Prentice Hall Mathematics, Algebra Correlated to: Achieve American Diploma Project Algebra II End-of-Course Exam Content Standards

Core: Operations on Numbers and Expressions Priority: 15% Successful students will be able to perform operations with rational, real, and complex numbers, using both numeric and algebraic expressions,

### WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM ALGEBRA II

UNIT: Review of Basic Algebra Skills as Needed SR1 and any Supplemental Materials UNIT : What skills from Algebra I are used in Algebra II? Review Algebra I Skills as Needed SR1 and any additional resources

### Pre-Calculus Mathematics Curriculum

Pre-Calculus Mathematics Curriculum First day introductions, materials, policies, procedures and Summer Exam (2 days) Unit 1 Estimated time frame for unit 1 Big Ideas Essential Question Competencies Lesson

### Algebra II. Key Resources: Page 3

Algebra II Course This course includes the study of a variety of functions (linear, quadratic higher order polynomials, exponential, absolute value, logarithmic and rational) learning to graph, compare,

### Sophomore Year: Algebra II Textbook: Algebra II, Common Core Edition Larson, Boswell, Kanold, Stiff Holt McDougal 2012

Sophomore Year: Algebra II Tetbook: Algebra II, Common Core Edition Larson, Boswell, Kanold, Stiff Holt McDougal 2012 Course Description: The purpose of this course is to give students a strong foundation

### Algebra 2-DRAFT Curriculum Map Based on the 2011 MA Mathematics Frameworks

Unit 1: Functions, Operations on Functions and Transformations (with review of systems) Essential Questions: How do you most clearly represent the combination of two functions? What makes the graph of

### Pearson Georgia High School Mathematics Advanced Algebra

A Correlation of Pearson Georgia High School Mathematics Advanced Algebra 2014 to the Gwinnett County Academic Knowledge and Skills (AKS) Mathematics Table of Contents A - Process Skills... 1 C - Geometry...

### Math Review for AP Calculus

Math Review for AP Calculus This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence to meet

### Ohio s Learning Standards-Extended. Mathematics. The Real Number System Complexity a Complexity b Complexity c

Ohio s Learning Standards-Extended Mathematics The Real Number System Complexity a Complexity b Complexity c Extend the properties of exponents to rational exponents N.RN.1 Explain how the definition of

### Sequenced Units for Arizona s College and Career Ready Standards MA40 Algebra II

Sequenced Units for Arizona s College and Career Ready Standards MA40 Algebra II Year at a Glance Semester 1 Semester 2 Unit 1: Linear Functions (10 days) Unit 2: Quadratic Functions (10 days) Unit 3:

### Grade 11 or 12 Pre-Calculus

Grade 11 or 12 Pre-Calculus Strands 1. Polynomial, Rational, and Radical Relationships 2. Trigonometric Functions 3. Modeling with Functions Strand 1: Polynomial, Rational, and Radical Relationships Standard

### Copyright 2018 UC Regents and ALEKS Corporation. ALEKS is a registered trademark of ALEKS Corporation. 2/10

Prep for Calculus This course covers the topics outlined below. You can customize the scope and sequence of this course to meet your curricular needs. Curriculum (281 topics + 125 additional topics) Real

### correlated to the Indiana Academic Standards for Precalculus CC2

correlated to the Indiana Academic Standards for Precalculus CC2 6/2003 2003 Introduction to Advanced Mathematics 2003 by Richard G. Brown Advanced Mathematics offers comprehensive coverage of precalculus

### ALGEBRA & TRIGONOMETRY FOR CALCULUS MATH 1340

ALGEBRA & TRIGONOMETRY FOR CALCULUS Course Description: MATH 1340 A combined algebra and trigonometry course for science and engineering students planning to enroll in Calculus I, MATH 1950. Topics include:

### Unit Overview. Content Area: Algebra 2 Unit Title: Preparing for Advanced Algebra Target Course/Grade Level Duration: 10 days

Content Area: Algebra 2 Unit Title: Preparing for Advanced Algebra Target Course/Grade Level Duration: 10 days 11 th or 12 th graders Description This chapter 0 contains lessons on topics from previous

### West Windsor-Plainsboro Regional School District Pre-Calculus Grades 11-12

West Windsor-Plainsboro Regional School District Pre-Calculus Grades 11-12 Unit 1: Solving Equations and Inequalities Algebraically and Graphically Content Area: Mathematics Course & Grade Level: Pre Calculus,

### Algebra 2. Chapter 4 Exponential and Logarithmic Functions. Chapter 1 Foundations for Functions. Chapter 3 Polynomial Functions

Algebra 2 Chapter 1 Foundations for Chapter 2 Quadratic Chapter 3 Polynomial Chapter 4 Exponential and Logarithmic Chapter 5 Rational and Radical Chapter 6 Properties and Attributes of Chapter 7 Probability

### _Algebra 2 Marking Period 1

_Algebra 2 Marking Period 1 Topic Chapters Number of Blocks Dates Equations and Inequalities 1 8 9/9-9/27 PRE-TEST 1 9/27-10/2 Linear Relations and Functions 2 10 12/3-10/25 System of Equations and Inequalities

### New Jersey Quality Single Accountability Continuum (NJQSAC) A-CED 1-4; A-REI 1-2,5-7; F-IF 1-2, 4-5; N-Q 1-3; N-RN

New Jersey Quality Single Accountability Continuum (NJQSAC) (former ICM) Date: Unit 1, September 4-30 How do we use functions to solve real world problems? How can we model a real-life situation with a

### Curriculum Catalog

2017-2018 Curriculum Catalog 2017 Glynlyon, Inc. Table of Contents PRE-CALCULUS COURSE OVERVIEW...1 UNIT 1: RELATIONS AND FUNCTIONS... 1 UNIT 2: FUNCTIONS... 1 UNIT 3: TRIGONOMETRIC FUNCTIONS... 2 UNIT

### Integrated Math 3 Math 3 Course Description:

Course Description: Integrated Math 3 Math 3 Course Description: Integrated strands include algebra, functions, geometry, trigonometry, statistics, probability and discrete math. Scope and sequence includes

### Integrated Mathematics I, II, III 2016 Scope and Sequence

Mathematics I, II, III 2016 Scope and Sequence I Big Ideas Math 2016 Mathematics I, II, and III Scope and Sequence Number and Quantity The Real Number System (N-RN) Properties of exponents to rational

### Northampton County Schools Pre-Calculus Mathematics Pacing Guide

Northampton County Schools Pre-Calculus Mathematics 2008-2009 Pacing Guide Grading Periods Included 1 st Six Weeks 2 nd Six Weeks 3 rd Six Weeks Northampton County Schools Department of Curriculum & Instruction

### Functions and Linear Inverse Functions. Systems of Linear Equations and Inequalities. Piecewise-Defined Functions. Piecewise-Defined Functions

Algebra 2 Correlated to the Common Core State Standards CCSS Units Lessons Standards for Mathematical Practice MP1 Make sense of problems and persevere in solving them. Used throughout the course: for

### Curriculum Map

2014-2015 Analysis of Functions/Trigonometry Curriculum Map Mathematics Florida s Volusia County Curriculum Maps are revised annually and updated throughout the year. The learning goals are a work in progress

### Algebra II Pacing Guide Last Updated: August, Guiding Question & Key Topics

1-14 Unit 1 Investigations & AS I investigate functions, am I analyzing the function thoroughly and clearly communicating my reasoning to others? Solving puzzles in Teams Using a Graphing Calculator to

### ALGEBRA 2/MATH 3 COURSE 1

ALGEBRA 2/MATH 3 COURSE 1 TABLE OF CONTENTS NUMBER AND QUANTITY 6 THE REAL NUMBER SYSTEM (N.RN) 6 EXTEND THE PROPERTIES OF EXPONENTS TO RATIONAL EXPONENTS. (N.RN.1-2) 6 Expectations for Learning 6 Content

### Precalculus. Course Text. Course Description. Course Objectives. StraighterLine MAT201: Precalculus

Precalculus Course Text Barnett, Raymond A., Michael R. Ziegler, and Karl E. Byleen. Precalculus, 6th edition, McGraw-Hill, 2008. ISBN: 9780073312637 [This text is available as an etextbook at purchase

### Transitional Algebra. Semester 1 & 2. Length of Unit. Standards: Functions

Semester 1 & 2 MP.1 MP.2 Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Length of Unit Progress Monitoring Short cycle Weekly or bi-weekly formative assessment

### Coach Stones Expanded Standard Pre-Calculus Algorithm Packet Page 1 Section: P.1 Algebraic Expressions, Mathematical Models and Real Numbers

Coach Stones Expanded Standard Pre-Calculus Algorithm Packet Page 1 Section: P.1 Algebraic Expressions, Mathematical Models and Real Numbers CLASSIFICATIONS OF NUMBERS NATURAL NUMBERS = N = {1,2,3,4,...}

### Centerville High School Curriculum Mapping Algebra II 1 st Nine Weeks

Centerville High School Curriculum Mapping Algebra II 1 st Nine Weeks Chapter/ Lesson Common Core Standard(s) 1-1 SMP1 1. How do you use a number line to graph and order real numbers? 2. How do you identify

### 1 ** The performance objectives highlighted in italics have been identified as core to an Algebra II course.

Strand One: Number Sense and Operations Every student should understand and use all concepts and skills from the pervious grade levels. The standards are designed so that new learning builds on preceding

### Topic Outline for Algebra 2 & and Trigonometry One Year Program

Topic Outline for Algebra 2 & and Trigonometry One Year Program Algebra 2 & and Trigonometry - N - Semester 1 1. Rational Expressions 17 Days A. Factoring A2.A.7 B. Rationals A2.N.3 A2.A.17 A2.A.16 A2.A.23

### MATHia Unit MATHia Workspace Overview TEKS

1 Function Overview Searching for Patterns Exploring and Analyzing Patterns Comparing Familiar Function Representations Students watch a video about a well-known mathematician creating an expression for

### New Jersey Quality Single Accountability Continuum (NJQSAC) Mathematics

New Jersey Quality Single Accountability Continuum (NJQSAC) Textbook(s): PRECALCULUS fifth edition by Larson /Hostetler Date: September 3-25 Chapter1 (A) How is the domain and range of a function determined

### ESCONDIDO UNION HIGH SCHOOL DISTRICT COURSE OF STUDY OUTLINE AND INSTRUCTIONAL OBJECTIVES

ESCONDIDO UNION HIGH SCHOOL DISTRICT COURSE OF STUDY OUTLINE AND INSTRUCTIONAL OBJECTIVES COURSE TITLE: Algebra II A/B COURSE NUMBERS: (P) 7241 / 2381 (H) 3902 / 3903 (Basic) 0336 / 0337 (SE) 5685/5686

### Trigonometry/Calculus

/Calculus Dunmore School District Dunmore, PA /Calculus Prerequisite: Successful completion of Algebra II In the first half of the course students will study., helps students develop skills sufficiently

### Mathematics Precalculus: Honors Unit 3: Analytic Trigonometry

Understandings Questions Knowledge Vocabulary Skills Mathematics can be used to model real-life situations. Trigonometric identities help lay the foundation for upper level mathematics. Trigonometric identities

### ALGEBRA I CCR MATH STANDARDS

RELATIONSHIPS BETWEEN QUANTITIES AND REASONING WITH EQUATIONS M.A1HS.1 M.A1HS.2 M.A1HS.3 M.A1HS.4 M.A1HS.5 M.A1HS.6 M.A1HS.7 M.A1HS.8 M.A1HS.9 M.A1HS.10 Reason quantitatively and use units to solve problems.

### Aldine I.S.D. Benchmark Targets/ Algebra 2 SUMMER 2004

ASSURANCES: By the end of Algebra 2, the student will be able to: 1. Solve systems of equations or inequalities in two or more variables. 2. Graph rational functions and solve rational equations and inequalities.

### NC Math 3 Draft Standards

Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4.

### correlated to the Virginia Standards of Learning Algebra II with Trigonometry

correlated to the Virginia Standards of Learning Algebra II with Trigonometry AII/T.1 The student will identify field properties, axioms of equality and inequality, and properties of order that are valid

### College Algebra with Trigonometry

College Algebra with Trigonometry This course covers the topics outlined below. You can customize the scope and sequence of this course to meet your curricular needs. Curriculum (556 topics + 614 additional

### Saxon Advanced Mathematics Scope and Sequence

hmhco.com Saxon Advanced Mathematics Scope and Sequence Foundations Calculator Perform two-variable analysis Use graphing calculators Find roots of equations Solve systems of equations Exponentials and

### Algebra 2 (2006) Correlation of the ALEKS Course Algebra 2 to the California Content Standards for Algebra 2

Algebra 2 (2006) Correlation of the ALEKS Course Algebra 2 to the California Content Standards for Algebra 2 Algebra II - This discipline complements and expands the mathematical content and concepts of

### Algebra II. A2.1.1 Recognize and graph various types of functions, including polynomial, rational, and algebraic functions.

Standard 1: Relations and Functions Students graph relations and functions and find zeros. They use function notation and combine functions by composition. They interpret functions in given situations.

### MAP 2302 MAP 4103 MAE 3920 MAE 4360 MAS 4301 MAS Introduction to Abstract Algebra I. Introduction to Abstract Algebra

B.S. In Mathematics Florida A&M University MAC 2311 MAD 2120 MAC 2312 MAE 1920 MAC 2313 STA 2023 MHF 4202 MAE 2920 MAS 3105 MAP 2302 MAP 4103 MAS 4301 MAE 3920 MAE 4360 MTG 4212 MAS 4203 FTCE Skills &

### Benchmark Computation The student models, performs, and explains computation with complex numbers and polynomials in a variety of situations.

Standard Number and Computation The student uses numerical and computational concepts and procedures in a variety of situations. Indicator/Objective Critical Vocabulary Knowledge Indicators The student

### Pacing Guide Algebra 1

Pacing Guide Algebra Chapter : Equations and Inequalities (one variable) Section Section Title Learning Target(s) I can. Evaluate and Simplify Algebraic Expressions. Evaluate and simplify numeric and algebraic

### Mathematics Precalculus: Academic Unit 7: Conics

Understandings Questions Knowledge Vocabulary Skills Conics are models of real-life situations. Conics have many reflective properties that are used in every day situations Conics work can be simplified

### Indiana Academic Standards for Precalculus

PRECALCULUS correlated to the Indiana Academic Standards for Precalculus CC2 6/2003 2004 Introduction to Precalculus 2004 by Roland E. Larson and Robert P. Hostetler Precalculus thoroughly explores topics

### Pre-Calculus and Trigonometry Capacity Matrix

Information Pre-Calculus and Capacity Matri Review Polynomials A1.1.4 A1.2.5 Add, subtract, multiply and simplify polynomials and rational epressions Solve polynomial equations and equations involving

### ALGEBRA II Aerospace/Engineering

ALGEBRA II Program Goal 5: The student recognizes the importance of mathematics. Number Systems & Their Properties Demonstrate an understanding of the real # system; recognize, apply, & explain its properties;

### Algebra 2 with Trigonometry Mathematics: to Hoover City Schools

Jump to Scope and Sequence Map Units of Study Correlation of Standards Special Notes Scope and Sequence Map Conceptual Categories, Domains, Content Clusters, & Standard Numbers NUMBER AND QUANTITY (N)

### SECONDARY MATHEMATICS I

SECONDARY MATHEMATICS I THE FUNDAMENTAL PURPOSE OF SECONDARY MATHEMATICS I is to formalize and extend the mathematics that students learned in the middle grades. The critical areas, organized into units,

### Muskogee Public Schools Curriculum Map

Muskogee Public Schools Curriculum Map 2009-20010 Course: Algebra II Grade Level: 9-12 Nine- 1 st Nine Standard 1: Number Systems and Algebraic Operations - The student will perform operations with rational,

### correlated to the Washington D.C. Public Schools Learning Standards Algebra II

correlated to the Washington D.C. Public Schools Learning Standards Algebra II McDougal Littell Algebra 2 2007 correlated to the Washington DC Public Schools Learning Standards Algebra II NUMBER SENSE

### Prentice Hall CME Project, Algebra

Prentice Hall Advanced Algebra C O R R E L A T E D T O Oregon High School Standards Draft 6.0, March 2009, Advanced Algebra Advanced Algebra A.A.1 Relations and Functions: Analyze functions and relations

### Common Core State Standards. Clusters and Instructional Notes Perform arithmetic operations with complex numbers. 5.6

Algebra II Unit 1: Polynomial, Rational, and Radical Relationships This unit develops the structural similarities between the system of polynomials and the system of integers. Students draw on analogies

### Prentice Hall Algebra Correlated to: Hawaii Mathematics Content and Performances Standards (HCPS) II (Grades 9-12)

Prentice Hall Hawaii Mathematics Content and Performances Standards (HCPS) II (Grades 9-12) Hawaii Content and Performance Standards II* NUMBER AND OPERATIONS STANDARD 1: Students understand numbers, ways

### Algebra 2 College Prep Curriculum Maps

Algebra 2 College Prep Curriculum Maps Unit 1: Polynomial, Rational, and Radical Relationships Unit 2: Modeling With Functions Unit 3: Inferences and Conclusions from Data Unit 4: Trigonometric Functions

### Algebra I. 60 Higher Mathematics Courses Algebra I

The fundamental purpose of the course is to formalize and extend the mathematics that students learned in the middle grades. This course includes standards from the conceptual categories of Number and

### Algebra II Curriculum Guide Dunmore School District Dunmore, PA

Algebra II Dunmore School District Dunmore, PA Algebra II Prerequisite: Successful completion of Geometry This course continues and reinforces the mathematical material learned in Algebra I. It deals with

### Course Number 420 Title Algebra I Honors Grade 9 # of Days 60

Whitman-Hanson Regional High School provides all students with a high- quality education in order to develop reflective, concerned citizens and contributing members of the global community. Course Number

### Topics Covered in Math 115

Topics Covered in Math 115 Basic Concepts Integer Exponents Use bases and exponents. Evaluate exponential expressions. Apply the product, quotient, and power rules. Polynomial Expressions Perform addition

### Columbus City Schools High School CCSS Mathematics III - High School PARRC Model Content Frameworks Mathematics - Core Standards And Math Practices

A Correlation of III Common Core To the CCSS III - - Core Standards And s A Correlation of - III Common Core, to the CCSS III - - Core Standards and s Introduction This document demonstrates how - III

### Algebra 3-4 Honors PUHSD Curriculum. PARCC MODEL CONTENT FRAMEWORK FOR ALGEBRA 3-4 Honors

PARCC MODEL CONTENT FRAMEWORK FOR ALGEBRA 3-4 Honors Building on their work in Algebra I with linear and quadratic functions, students in Algebra II expand their repertoire by working with rational and

### ALGEBRA INTEGRATED WITH GEOMETRY II CURRICULUM MAP

2013-2014 MATHEMATICS ALGEBRA INTEGRATED WITH GEOMETRY II CURRICULUM MAP Department of Curriculum and Instruction RCCSD The Real Number System Common Core Major Emphasis Clusters Extend the properties

### Integrated Math III. IM3.1.2 Use a graph to find the solution set of a pair of linear inequalities in two variables.

Standard 1: Algebra and Functions Students solve inequalities, quadratic equations, and systems of equations. They graph polynomial, rational, algebraic, and piece-wise defined functions. They graph and

### Common Core State Standards for Mathematics - High School PARRC Model Content Frameworks Mathematics Algebra 2

A Correlation of CME Project Algebra 2 Common Core 2013 to the Common Core State Standards for , Common Core Correlated to the Number and Quantity The Real Number System N RN Extend the properties of exponents