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

Size: px
Start display at page:

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

## Transcription

1 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, including expressions involving exponents and roots. There are a variety of types of test items including some that cut across the objectives in this standard and require students to make connections and, where appropriate, solve contextual problems. O1. Real numbers a. Convert between and among radical and SE/TE: exponential forms of numerical expressions. b. Simplify and perform operations on radical numerical expressions. c. Apply the laws of exponents to numerical expressions with rational and negative exponents to order and rewrite them in alternative forms. O2. Complex numbers a. Represent complex numbers in the form a + bi, where a and b are real; simplify powers of pure imaginary numbers. b. Perform operations on the set of complex numbers. O3. Algebraic expressions a. Convert between and among radical and exponential forms of algebraic expressions. b. Simplify and perform operations on radical algebraic expressions. c. Apply the laws of exponents to algebraic expressions, including those involving rational and negative exponents, to order and rewrite them in alternative forms. d. Perform operations on polynomial expressions. e. Perform operations on rational expressions, including complex fractions. f. Identify or write equivalent algebraic expressions in one or more variables to extract information. SE/TE: 266, , SE/TE: SE/TE: SE/TE: SE/TE: , SE/TE: , SE/TE: ,

2 Core: Equations and Inequalities Priority: 20% Successful students will be able to solve and graph the solution sets of equations and inequalities and systems of linear equations and inequalities. The types of equations are to include linear and first order absolute value, quadratic, exponential, rational, radical, and higher order polynomials; the types of inequalities are to include linear and quadratic. There are a variety of types of test items including some that cut across the objectives in this standard and require students to make connections and, where appropriate, solve contextual problems. In contextual problems students will be required to graph and interpret their solutions in terms of the context. (Contextual test items will be limited to inequalities, systems of equations and inequalities, and those equations that do not represent a function.) E1. Linear equations and inequalities a. Solve equations and inequalities involving the SE/TE: absolute value of a linear expression. b. Express and solve systems of linear equations in three variables with and without the use of technology. c. Solve systems of linear inequalities in two variables and graph the solution set. d. Recognize and solve problems that can be represented by single variable linear equations or inequalities or systems of linear equations or inequalities involving two or more variables. Interpret the solution(s) in terms of the context of the problem. E2. Nonlinear equations and inequalities a. Solve single-variable quadratic, exponential, rational, radical, and factorable higher-order polynomial equations over the set of real numbers, including quadratic equations involving absolute value. b. Solve single variable quadratic equations and inequalities over the complex numbers; graph real solution sets on a number line. c. Use the discriminant, D = b 2-4ac, to determine the nature of the solutions of the equation ax 2 + bx + c = 0 d. Graph the solution set of a two-variable quadratic inequality in the coordinate plane. e. Rewrite nonlinear equations and inequalities to express them in multiple forms in order to facilitate finding a solution set or to extract information about the relationships or graphs indicated. SE/TE: SE/TE: , SE/TE: 78-84, , , 131 SE/TE: , , , , SE/TE: , SE/TE: SE/TE: SE/TE: ,

3 Core: Polynomial and Rational Functions Priority: 30% Successful students will be able to use tables, graphs, verbal statements and symbols to represent and analyze quadratic, rational, and higher order polynomial functions. They will be able to recognize and solve problems that can be modeled using these functions. There are a variety of types of test items including some that cut across the objectives in this standard and require students to make connections and solve rich contextual problems. P1. Quadratic functions a. Determine key characteristics of quadratic SE/TE: functions and their graphs. b. Represent quadratic functions using tables, graphs, verbal statements, and equations. Translate among these representations. c. Describe the effect that changes in the parameters of a quadratic function have on the shape and position of its graph. d. Recognize, express, and solve problems that can be modeled using quadratic functions. Interpret their solutions in terms of the context. P2. Higher-order polynomial and rational functions a. Determine key characteristics of power functions in the form f(x) = ax n a 0 for positive integral values of n and their graphs. b. Determine key characteristics of polynomial functions and their graphs. c. Represent polynomial functions using tables, graphs, verbal statements, and equations. Translate among these representations. d. Determine key characteristics of simple rational functions and their graphs. e. Represent simple rational functions using tables, graphs, verbal statements, and equations. Translate among these representations. f. Recognize, express, and solve problems that can be modeled using polynomial and simple rational functions. Interpret their solutions in terms of the context. SE/TE: , SE/TE: SE/TE: , SE/TE: SE/TE: SE/TE:

4 Core: Exponential Functions Priority: 20% Successful students will be able to use tables, graphs, verbal statements and symbols to represent, analyze, model, and interpret graphs of exponential functions. While some facility with the properties of logarithms may be helpful it is not required on the core exam. There are a variety of types of test items including some that cut across the objectives in this standard and require students to make connections and solve rich contextual problems. X1. Exponential functions a. Determine key characteristics of exponential SE/TE: , functions and their graphs. b. Represent exponential functions using tables, graphs, verbal statements, and equations. Represent exponential expressions in multiple forms. Translate among these representations. c. Describe the effect that changes in a parameter of an exponential function have on the shape and position of its graph. d. Recognize, express, and solve problems that can be modeled using exponential functions, including those where logarithms provide an efficient method of solution. Interpret their solutions in terms of the context. Core: Function Operations and Inverses Priority: 15% SE/TE: SE/TE: SE/TE: Successful students will be able to perform function operations of addition, subtraction, multiplication, division, and composition and to combine several functions defined over restricted domains to form a piecewise-defined function. They will be able to determine, graph and analyze the inverse of a function and use composition to determine whether two functions are inverses. There are a variety of types of test items including some that cut across the objectives in this standard and require students to make connections. F1. Function operations a. Combine functions by addition, subtraction, SE/TE: multiplication, and division. b. Determine the composition of two functions, including any necessary restrictions on the domain. F2. Inverse functions a. Describe the conditions under which an inverse relation is a function. b. Determine and graph the inverse relation of a function. F3. Piecewise-defined functions a. Determine key characteristics of absolute value, step, and other piecewise-defined functions. SE/TE: SE/TE: SE/TE: , 413 SE/TE:

5 b. Represent piecewise-defined functions using tables, graphs, verbal statements, and equations. Translate among these representations. c. Recognize, express, and solve problems that can be modeled using absolute value, step, and other piecewise defined functions. Interpret their solutions in terms of the context. Module: Data and Statistics SE/TE: 88-92, SE/TE: Successful students will be able to analyze, interpret, compare, and compute with summary statistics for sets of data. Analysis of bivariate data includes the determination and interpretation of regression lines and correlation coefficients. While some important components in the study of data and statistics, such as sampling techniques, question formulation, and experiment design are addressed when possible on this module of the Algebra II End-of-Course Exam, those topics will be expected to be assessed in more depth in the classroom. This module includes a variety of types of test items including some that cut across the objectives in this standard and require students to make connections and solve rich contextual problems. S1. Summarization and comparison of data sets a. Summarize and compare data sets using SE/TE: statistical methods. b. Determine, use, and identify potential misuses of weighted averages. c. Use a computer or calculator to find a linear regression equation (least squares line) as a model for data that suggest a linear trend, and determine the correlation coefficients. S2. Interpretation and communication through data a. Analyze the strength of the linear relationship indicated by the regression line. b. Interpret data and communicate conclusions effectively. c. Make judgments regarding accuracy, reasonableness, and bias in the uses of data. d. Critique and justify various methods of sampling and data collection used in real world problems. SE/TE: SE/TE:

6 Module: Probability Successful students will be able to quantify the likelihood that an event will occur through combinatorics and other counting principles, relative frequency, distributions, and the comparison of theoretical probability to simulations. Also included are binomial expansion and the relationship to Pascal s triangle and binomial distributions. There are a variety of types of test items including some that cut across the objectives in this standard and require students to make connections and solve rich contextual problems. R1. Permutations, combinations, and probability a. Determine the number of ways events can SE/TE: occur using permutations, combinations, and other systematic counting methods. b. Relate the expansion of (x + y) n (i.e., the binomial theorem) with the possible outcomes of a binomial experiment and/or the nth row of Pascal s triangle. c. Apply probability concepts to calculate the probability of events and to make informed decisions in practical situations. d. Analyze and interpret actual data to estimate probabilities and predict outcomes, including those involving relative frequency. e. Compare theoretical probabilities with the results of simple experiments (e.g., tossing number cubes, flipping coins, spinning spinners). SE/TE: SE/TE: 39-45, f. Compute and graph cumulative frequencies. R2. Probability distributions a. Identify and distinguish between discrete and continuous probability distributions. b. Identify the principal characteristics of the normal distribution and use them to estimate probabilities. c. Identify and describe the key characteristics of and create frequency distributions of both discrete and continuous data. Module: Logarithmic Functions SE/TE: SE/TE: 676 SE/TE: 699 Successful students will be able to define, represent, and model using logarithmic functions. Recognition of the inverse relationship between logarithmic and exponential functions is essential to this concept. They will apply the laws of logarithms, solve logarithmic equations, and use logarithms to solve exponential equations. There are a variety of types of test items including some that cut across the objectives in this standard and require students to make connections and solve rich contextual problems. L1. Logarithmic expressions and equations a. Apply the properties of logarithms and use SE/TE: , , them to manipulate logarithmic expressions. 6

7 b. Solve logarithmic equations, paying attention to the possibility of extraneous roots. L2. Logarithmic functions a. Determine key characteristics of logarithmic functions. b. Represent logarithmic functions using tables, graphs, verbal statements, and equations. Translate among these representations. c. Describe the effect that changes in the parameters of a logarithmic function have on the shape and position of its graph. d. Recognize, express, and solve problems that can be modeled using logarithmic functions. Interpret their solutions in terms of the context of the problem. Module: Trigonometric Functions SE/TE: , SE/TE: Successful students will be able to recognize and model periodic phenomena using trigonometric functions. They will understand the relationship among the unit circle, the geometric definitions of sine and cosine, and the degree and radian measures of angles and will apply this understanding to graph trigonometric functions, determine key characteristics of the functions and their graphs, and describe the effect of transformations on both the symbolic and graphical representations of the functions. There are a variety of types of assessment items including some that cut across the objectives in this standard and require students to make connections and solve rich contextual problems. T1. Trigonometric Functions a. Recognize periodic phenomena and determine SE/TE: key characteristics of such phenomena. b. Use the relationship of the sine and cosine functions to a central angle of the unit circle to determine the exact trigonometric ratio of angles on the unit circle. (0º to360º, 0 to 2 π) c. Explain and use both degree and radian measure for angles. d. Represent trigonometric functions using tables, graphs, verbal statements, and equations. Translate among these representations. e. Determine key characteristics of trigonometric functions and their graphs. f. Describe the effect that changes in the parameters of an equation of a trigonometric function in the form, f(x)=a sin B (x-c)+d ( (or the similar cosine function) have on the shape and position of its graph. g. Recognize, express, and solve problems that can be modeled using trigonometric or other periodic functions. SE/TE: SE/TE: 725, SE/TE: 742 SE/TE: , , SE/TE: SE/TE: , ,

8 Module: Matrices Successful students will be able to compute with and use matrices to organize information, solve systems of equations, and perform transformations of geometric figures. They will use and interpret matrix notation to represent a vector and perform operations on vectors and matrices. There are a variety of types of test items including some that cut across the objectives in this standard and require students to make connections and solve contextual problems. M1. Matrix arithmetic a. Perform addition, subtraction, and scalar SE/TE: , 181, multiplication of matrices. b. Perform matrix multiplication. SE/TE: M2. Solving systems of equations using matrices a. Find the determinant of a 2x2 or 3x3 matrix. SE/TE: , b. Determine the inverse of a 2x2 or 3x3 matrix or indicate that no inverse exists. c. Represent 2-variable and 3-variable systems of linear equations using matrices and use them to solve the system. SE/TE: , SE/TE: , d. Solve a matrix equation. SE/TE: , M3. Matrix transformations a. Use matrix tools to represent and transform geometric objects in the coordinate plane. M4. Vectors a. Represent vectors as matrices in two dimensions. b. Add, subtract, and compute the dot product of two dimensional vectors; multiply a twodimensional vector by a scalar. Module: Conic Sections SE/TE: Successful students will be able to represent, analyze, and model using the circle, ellipse, and hyperbola. In addition parabolas with a horizontal axis are included. There are a variety of types of test items including some that cut across the objectives in this standard and require students to make connections and solve rich contextual problems. C1. Conic Sections a. Identify a parabola, circle, ellipse, or hyperbola from its equation, description, or key characteristics. b. Represent conic sections whose axes are parallel to the x and y-axes using graphs, verbal statements, and equations. Translate among these representations. Represent the equations of conic sections in multiple forms to extract information about the parabola, circle, ellipse, or hyperbola. SE/TE: , , , , SE/TE:

9 c. Describe the effect that changes in the parameters of a particular conic section have on its shape and position. d. Recognize, express, and solve problems that can be modeled using conic sections. Interpret their solutions in terms of the context of the problem. Module: Sequences and Series SE/TE: This module addresses the patterns in arithmetic and geometric sequences and series. Students are expected to apply the formulas for finding the nth term of a sequence or series, the nth partial sum of finite series, and the infinite sum of a geometric series when it exists. General iterative relationships and recursive models are applied to patterns and problems. There will be a variety of types of test items including some that cut across the objectives in this standard and require students to make connections and solve rich contextual problems, where appropriate. I1. Arithmetic and geometric sequences and series a. Represent the general term of an arithmetic SE/TE: , , or geometric sequence and use it to generate the sequence or determine the value of any particular term. b. Represent partial sums of an arithmetic or geometric sequence and determine the value of a particular partial sum or sum of a finite sequence. c. Recognize when an infinite geometric sum can be determined and determine the sum when possible. d. Convert the recursive model for linear growth (a 1 =a, a n+1 = a n + d where a is the first term and d is the constant difference) to a closed linear form (a n =a+(n-1)d e. Convert the recursive model of geometric growth (p 1 =a, p n+1 = rp n,. where a is the first term and r is the constant growth rate) to a closed exponential form p n =a n-1 ) f. Recognize, express, and solve problems that can be modeled using a finite geometric series. Interpret their solutions in terms of the context of the problem. I2. Other types of iteration and recursion a. Use recursion to generate and describe, analyze, and interpret patterned relationships other than arithmetic or geometric sequences. SE/TE: , SE/TE: 625 SE/TE: b. Use iterative methods to solve problems. 9

### 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

### 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

### 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

### Curriculum Guide Algebra 2 Advanced

Unit 1: Equations and Inequalities Biblical Worldview Essential Questions: Is your life balanced as a believer? Are you a real Christian? 13 Lessons A2#1, A2#2 1. Use a number line to graph and order real

### Instructional Units Plan Algebra II

Instructional Units Plan Algebra II This set of plans presents the topics and selected for ACT s rigorous Algebra II course. The topics and standards are arranged in ten units by suggested instructional

### Utah Math Standards for College Prep Mathematics

A Correlation of 8 th Edition 2016 To the A Correlation of, 8 th Edition to the Resource Title:, 8 th Edition Publisher: Pearson Education publishing as Prentice Hall ISBN: SE: 9780133941753/ 9780133969078/

### Algebra 2 Khan Academy Video Correlations By SpringBoard Activity

SB Activity Activity 1 Creating Equations 1-1 Learning Targets: Create an equation in one variable from a real-world context. Solve an equation in one variable. 1-2 Learning Targets: Create equations in

### Algebra 2 and Trigonometry

Algebra 2 and Trigonometry Number Sense and Operations Strand Students will understand meanings of operations and procedures, and how they relate to one another. Operations A2.N.1 Evaluate numerical expressions

### The Research- Driven Solution to Raise the Quality of High School Core Courses. Algebra I I. Instructional Units Plan

The Research- Driven Solution to Raise the Quality of High School Core Courses Algebra I I Instructional Units Plan Instructional Units Plan Algebra II This set of plans presents the topics and selected

### Algebra 2 Khan Academy Video Correlations By SpringBoard Activity

SB Activity Activity 1 Creating Equations 1-1 Learning Targets: Create an equation in one variable from a real-world context. Solve an equation in one variable. 1-2 Learning Targets: Create equations in

Course Description This course includes an in-depth analysis of algebraic problem solving preparing for College Level Algebra. Topics include: Equations and Inequalities, Linear Relations and Functions,

### Prentice Hall: Algebra 2 with Trigonometry 2006 Correlated to: California Mathematics Content Standards for Algebra II (Grades 9-12)

California Mathematics Content Standards for Algebra II (Grades 9-12) This discipline complements and expands the mathematical content and concepts of algebra I and geometry. Students who master algebra

### Quantile Textbook Report

Quantile Textbook Report Algebra 2 Author Charles, Randall I., et al StateEdition West Virginia Grade Algebra 2 1 Expressions, Equations, and Inequalities 1.1 Patterns and Expressions 930Q 1.2 Properties

### 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:

### 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

### PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) PROCESSES OF TEACHING AND LEARNING MATHEMATICS.

Utah Core Curriculum for Mathematics, Processes of Teaching and Learning Mathematics and Intermediate Algebra Standards (Grades 9-12) MATHEMATICS Problem Solving 1. Select and use appropriate methods for

### MCPS Algebra 2 and Precalculus Standards, Categories, and Indicators*

Content Standard 1.0 (HS) Patterns, Algebra and Functions Students will algebraically represent, model, analyze, and solve mathematical and real-world problems involving functional patterns and relationships.

NFC ACADEMY COURSE OVERVIEW Algebra II Honors is a full-year, high school math course intended for the student who has successfully completed the prerequisite course Algebra I. This course focuses on algebraic

### 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

### 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

### Catholic Central High School

Catholic Central High School Course: Basic Algebra 2 Department: Mathematics Length: One year Credit: 1 Prerequisite: Completion of Basic Algebra 1 or Algebra 1, Basic Plane Geometry or Plane Geometry,

### 1 Chapter 2 Perform arithmetic operations with polynomial expressions containing rational coefficients 2-2, 2-3, 2-4

NYS Performance Indicators Chapter Learning Objectives Text Sections Days A.N. Perform arithmetic operations with polynomial expressions containing rational coefficients. -, -5 A.A. Solve absolute value

### Mr. Kelly s Algebra II Syllabus

Algebra II Syllabus The following is a general description and an outline of the topics covered in a full year of algebra II. The outline is broken into parts A and B to correspond to our trimesters. It

### MyMathLab for School Precalculus Graphical, Numerical, Algebraic Common Core Edition 2016

A Correlation of MyMathLab for School Precalculus Common Core Edition 2016 to the Tennessee Mathematics Standards Approved July 30, 2010 Bid Category 13-090-10 , Standard 1 Mathematical Processes Course

### 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

### Holt McDougal Larson Algebra Common Core Edition correlated to the South Carolina High School Core-Area Standards Intermediate Algebra

Holt McDougal Larson 2012 Common Core Edition correlated to the South Carolina High School Core-Area Standards Intermediate Algebra Standard IA-1 The student will understand and utilize the mathematical

### DRAFT. Pre-calculus Curriculum Map Quarter 1 Chapters P 2. Extraneous Critical numbers Test intervals

Quarter 1 Chapters P 2 Plot points in the coordinate plane and use distance and midpoint formulas. Sketch graphs of equations. Find and use slope of a line to write and graph linear equations. Solve equations:

### Use estimation strategies reasonably and fluently while integrating content from each of the other strands. PO 1. Recognize the limitations of

for Strand 1: Number and Operations Concept 1: Number Sense Understand and apply numbers, ways of representing numbers, and the relationships among numbers and different number systems. PO 1. Solve problems

### 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.

### Mathematics AKS

Integrated Algebra I A - Process Skills use appropriate technology to solve mathematical problems (GPS) (MAM1_A2009-1) build new mathematical knowledge through problem-solving (GPS) (MAM1_A2009-2) solve

### Topic Outline for Integrated Algebra 2 and Trigonometry-R One Year Program with Regents in June

Topic Outline for Integrated Algebra 2 and Trigonometry-R One Year Program with Regents in June Integrated Algebra 2 & Trigonometry - R Semester 1 1. Rational Expressions 7 Days A. Factoring A2.A.7 Factor

### Polynomials and Rational Functions. Quadratic Equations and Inequalities. Remainder and Factor Theorems. Rational Root Theorem

Pre-Calculus Pre-AP Scope and Sequence - Year at a Glance Pre-Calculus Pre-AP - First Semester Pre-calculus with Limits; Larson/Hostetler Three Weeks 1 st 3 weeks 2 nd 3 weeks 3 rd 3 weeks 4 th 3 weeks

### Arizona Mathematics Standards Articulated by Grade Level (2008) for College Work Readiness (Grades 11 and 12)

Strand 1: Number and Operations Concept 1: Number Sense Understand and apply numbers, ways of representing numbers, and the relationships among numbers and different number systems. College Work Readiness

### Algebra II. Algebra II Higher Mathematics Courses 77

Algebra II Building on their work with linear, quadratic, and exponential functions, students extend their repertoire of functions to include logarithmic, polynomial, rational, and radical functions in

### ALGEBRA 2. Background Knowledge/Prior Skills Knows what operation properties hold for operations with matrices

ALGEBRA 2 Numbers and Operations Standard: 1 Understands and applies concepts of numbers and operations Power 1: Understands numbers, ways of representing numbers, relationships among numbers, and number

### Prentice Hall Mathematics, Geometry 2009 Correlated to: Maine Learning Results 2007 Mathematics Grades 9-Diploma

A. NUMBER: Students use numbers in everyday and mathematical contexts to quantify or describe phenomena, develop concepts of operations with different types of numbers, use the structure and properties

### correlated to the New York State Learning Standards for Mathematics Algebra 2 and Trigonometry

correlated to the New York State Learning Standards for Mathematics Algebra 2 and Trigonometry McDougal Littell Algebra 2 2007 correlated to the New York State Learning Standards for Mathematics Algebra

### Algebra II Standards of Learning Curriculum Guide

Expressions Operations AII.1 identify field properties, axioms of equality inequality, properties of order that are valid for the set of real numbers its subsets, complex numbers, matrices. be able to:

### 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

### Algebra II Introduction 1

Introduction 1 Building on their work with linear, quadratic, and exponential functions, students extend their repertoire of functions to include logarithmic, polynomial, rational, and radical functions

### NYS Algebra II and Trigonometry Suggested Sequence of Units (P.I's within each unit are NOT in any suggested order)

1 of 6 UNIT P.I. 1 - INTEGERS 1 A2.A.1 Solve absolute value equations and inequalities involving linear expressions in one variable 1 A2.A.4 * Solve quadratic inequalities in one and two variables, algebraically

### College Algebra & Trig w Apps

WTCS Repository 10-804-197 College Algebra & Trig w Apps Course Outcome Summary Course Information Description Total Credits 5.00 This course covers those skills needed for success in Calculus and many

### CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE

CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE School: CCHS Subject: Algebra II Grade: 10 th Grade Benchmark Assessment 1 Instructional Timeline: 1 st Nine Weeks Topic(s):

### Intermediate Level Learning Targets

Learning Target #1: Develop proficiency in analyzing, graphing and solving linear equations and inequalities. F1.1,,, B1. C1. 1.1 Students will be able to identify different types of relations and functions.

### 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

### Fall River Joint Unified School District

1 Fall River Joint Unified School District McDougal Littell Math Algebra 2 Pacing Guide Begin First Semester Use the state released STAR test questions as warm-ups 1.1, 1.2, 1.3 1.4, 1.5, 1.6 3 Chapter

### 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

### Revised 5/2017 DARUL ARQAM. 1st Quarter (43 Days)

1st Quarter (4 Days) st 1 : Aug 9-11 ( days) st 1 : Aug 14-18 2 : Aug 21-25 rd : Aug 28-0 ( days) Lessons 1-5, 1-6, Ch:1 Review and Test Ch: 2 Lessons 2-1, 2-2 Lessons 2-, 2-4, 2-5 4 : Sep 6-8 (days) Welcome,

### Trimester 1 Expectations CCSS covered Key Vocabulary Vertical Alignment

Algebra 2 Chapter (McGraw-Hill Algebra 2) Trimester 1 Expectations CCSS covered Key Vocabulary Vertical Alignment Chapter 0 (9 Days Suggested Pacing) Algebra 1 Content (Utilize as needed throughout Trimester

### PRECALCULUS BISHOP KELLY HIGH SCHOOL BOISE, IDAHO. Prepared by Kristina L. Gazdik. March 2005

PRECALCULUS BISHOP KELLY HIGH SCHOOL BOISE, IDAHO Prepared by Kristina L. Gazdik March 2005 1 TABLE OF CONTENTS Course Description.3 Scope and Sequence 4 Content Outlines UNIT I: FUNCTIONS AND THEIR GRAPHS

### Linear Equations and Inequalities: The Poetry and Prose of Algebra

Standards Curriculum Map Bourbon County Schools Level: BCHS Grade and/or Course: Algebra II Updated: May 15, 2012 e.g. = Example only Days Unit/Topic Standards Activities Learning Targets ( I Days 1-15

### CME Project, Algebra Correlated to: Michigan High School Content Expectations, Algebra 1

STRAND 1: QUANTITATIVE LITERACY AND LOGIC STANDARD L1: REASONING ABOUT NUMBERS, SYSTEMS, AND QUANTITATIVE SITUATIONS Based on their knowledge of the properties of arithmetic, students understand and reason

### 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.

### Curriculum Catalog

2017-2018 Curriculum Catalog 2017 Glynlyon, Inc. Table of Contents ALGEBRA II COURSE OVERVIEW... 1 UNIT 1: SET, STRUCTURE, AND FUNCTION... 1 UNIT 2: NUMBERS, SENTENCES, AND PROBLEMS... 2 UNIT 3: LINEAR

### 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

### 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

### Unit 1. Revisiting Parent Functions and Graphing

Unit 1 Revisiting Parent Functions and Graphing Precalculus Analysis Pacing Guide First Nine Weeks Understand how the algebraic properties of an equation transform the geometric properties of its graph.

### Prentice Hall Geometry (c) 2007 correlated to American Diploma Project, High School Math Benchmarks

I1.1. Add, subtract, multiply and divide integers, fractions and decimals. I1.2. Calculate and apply ratios, proportions, rates and percentages to solve problems. I1.3. Use the correct order of operations

### Algebra 2 (3 rd Quad Expectations) CCSS covered Key Vocabulary Vertical

Algebra 2 (3 rd Quad Expectations) CCSS covered Key Vocabulary Vertical Chapter (McGraw-Hill Algebra 2) Chapter 7 (Suggested Pacing 14 Days) Lesson 7-1: Graphing Exponential Functions Lesson 7-2: Solving

### 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

### Algebra Topic Alignment

Preliminary Topics Absolute Value 9N2 Compare, order and determine equivalent forms for rational and irrational numbers. Factoring Numbers 9N4 Demonstrate fluency in computations using real numbers. Fractions

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

### Algebra 2 and Trigonometry

Page 1 Algebra 2 and Trigonometry In implementing the Algebra 2 and Trigonometry process and content performance indicators, it is expected that students will identify and justify mathematical relationships,

### Algebra II- Comprehensive/ Part A

Algebra II- Comprehensive/ Part A COURSE DESCRIPTION: This course builds upon algebraic concepts covered in Algebra I and prepares students for advanced-level courses. Students extend their knowledge and

### 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

### Randolph County Curriculum Frameworks Algebra II with Trigonometry

Randolph County Curriculum Frameworks 2016 2017 Algebra II with Trigonometry First 9 weeks Chapter 2, Chapter 3, Chapter 12, 4.1 4.3 Standards I Can Statements Resources Recom mendati on / 21.) Create

### CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE ALGEBRA II

CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE ALGEBRA II Course Number 5116 Department Mathematics Qualification Guidelines Successful completion of both semesters of Algebra 1 or Algebra 1

### This image cannot currently be displayed. Course Catalog. Algebra II Glynlyon, Inc.

This image cannot currently be displayed. Course Catalog Algebra II 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: SET, STRUCTURE, AND FUNCTION... 1 UNIT 2: NUMBERS, SENTENCES, AND

### Mathematics - High School Algebra II

Mathematics - High School Algebra II All West Virginia teachers are responsible for classroom instruction that integrates content standards and mathematical habits of mind. Students in this course will

### Algebra III INSTRUCTIONAL PACING GUIDE (Days Based on 90 minutes)

EA, IA, PC-1. Connect algebra and trigonometry with other branches of mathematics. EA, IA, PC-1.7 G-1. G-1.8 G-1.9 Understand how to represent algebraic and trigonometric relationships by using tools such

### CCSS covered Key Vocabulary Vertical Alignment. Chapter (McGraw-Hill Algebra 2)

Algebra 2 Chapter (McGraw-Hill Algebra 2) 1 st Quad Expectations CCSS covered Key Vocabulary Vertical Alignment Chapter 0 (9 Days Suggested Pacing) Algebra 1 Content (Prerequisites Review)(Not assessed

### California Common Core State Standards for Mathematics Standards Map Mathematics III

A Correlation of Pearson Integrated High School Mathematics Mathematics III Common Core, 2014 to the California Common Core State s for Mathematics s Map Mathematics III Copyright 2017 Pearson Education,

### Curriculum Catalog

2017-2018 Curriculum Catalog 2017 Glynlyon, Inc. Table of Contents ALGEBRA II FUNDAMENTALS COURSE OVERVIEW... 1 UNIT 1: SET, STRUCTURE, AND FUNCTION... 1 UNIT 2: NUMBERS, SENTENCES, AND PROBLEMS... 1 UNIT

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

Algebra II Honors Dunmore School District Dunmore, PA Algebra II Honors Prerequisite: Successful completion of Geometry Honors This course continues and reinforces the mathematical material learned in

### 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,

### Region 16 Board of Education. Precalculus Curriculum

Region 16 Board of Education Precalculus Curriculum 2008 1 Course Description This course offers students an opportunity to explore a variety of concepts designed to prepare them to go on to study calculus.

### 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

### 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

### Algebra 2 (4 th Quad Expectations) Chapter (McGraw-Hill Algebra 2) Chapter 10 (Suggested Pacing 13 Days)

Algebra 2 (4 th Quad Expectations) Chapter (McGraw-Hill Algebra 2) Chapter 10 (Suggested Pacing 13 Days) Lesson 10-1: Sequences as Lesson 10-2: Arithmetic Sequences and Series Lesson 10-3: Geometric Sequences

### Algebra 2A Unit 1 Week 1 Day Activity Unit 1 Week 2 Day Activity Unit 1 Week 3 Day Activity Unit 2 Week 1 Day Activity

Algebra 2A Unit 1 Week 1 1 Pretest Unit 1 2 Evaluating Rational Expressions 3 Restrictions on Rational Expressions 4 Equivalent Forms of Rational Expressions 5 Simplifying Rational Expressions Unit 1 Week

### College Algebra and Trigonometry

GLOBAL EDITION College Algebra and Trigonometry THIRD EDITION J. S. Ratti Marcus McWaters College Algebra and Trigonometry, Global Edition Table of Contents Cover Title Page Contents Preface Resources

### Homework Points Notes Points

A2 NBC (13) 13.1 p 876 #1-8 13.2 p 882 #1-7 13.3 p 888 #1-11 13.4 p 897 #1-11 13.5 p 904 #2-20 even 13.1 Trig Identities 13.2 Verifying Trig Identities 13.3 Sum and Difference... 13.4 Double and Half...

### 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

### Pearson Mathematics Algebra 2 Common Core 2015

A Correlation of Pearson Mathematics Algebra 2 Common Core 2015 to the Common Core State Standards for Bid Category 13-050-10 A Correlation of Pearson Common Core Pearson Number and Quantity The Real Number

### CURRICULUM GUIDE. Honors Algebra II / Trigonometry

CURRICULUM GUIDE Honors Algebra II / Trigonometry The Honors course is fast-paced, incorporating the topics of Algebra II/ Trigonometry plus some topics of the pre-calculus course. More emphasis is placed

### Pre AP Algebra. Mathematics Standards of Learning Curriculum Framework 2009: Pre AP Algebra

Pre AP Algebra Mathematics Standards of Learning Curriculum Framework 2009: Pre AP Algebra 1 The content of the mathematics standards is intended to support the following five goals for students: becoming

### Algebra II Unit Breakdown (Curriculum Map Outline)

QUARTER 1 Unit 1 (Arithmetic and Geometric Sequences) A. Sequences as Functions 1. Identify finite and infinite sequences 2. Identify an arithmetic sequence and its parts 3. Identify a geometric sequence

### ACT Course Standards Algebra II

ACT Course Standards Algebra II A set of empirically derived course standards is the heart of each QualityCore mathematics course. The ACT Course Standards represent a solid evidence-based foundation in

### SMSU Mathematics Course Content

Southwest Minnesota State University Department of Mathematics SMSU Mathematics Course Content 2012-2013 Thefollowing is a list of possibletopics and techniques to cover in your SMSU College Now course.

### Mathematics Standards for High School Algebra II

Mathematics Standards for High School Algebra II Algebra II is a course required for graduation and is aligned with the College and Career Ready Standards for Mathematics in High School. Throughout the

### Algebra I. CORE TOPICS (Key Concepts & Real World Context) UNIT TITLE

CHAPTER 1 Using variables Exponents and Order of Operations Exploring real numbers Adding real numbers Subtracting real numbers Multiplying and dividing real numbers The Distributive Property Properties

### ACCRS/QUALITY CORE CORRELATION DOCUMENT: ALGEBRA II

ACCRS/QUALITY CORE CORRELATION DOCUMENT: ALGEBRA II Revised May 2013 Perform arithmetic operations with complex numbers. 1. [N-CN1] Know there is a complex number i such that i 2 = 1, and every complex

### 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

### Standards-Based Learning Power Standards. High School- Algebra

Standards-Based Learning Power Standards Mathematics Algebra 3,4 The high school standards specify the mathematics that all students should study in order to be college and career ready. High School Number

### 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

### Check boxes of Edited Copy of Sp Topics (was 261-pilot)

Check boxes of Edited Copy of 10023 Sp 11 253 Topics (was 261-pilot) Intermediate Algebra (2011), 3rd Ed. [open all close all] R-Review of Basic Algebraic Concepts Section R.2 Ordering integers Plotting

### 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