Sequence of Algebra 2 Units Aligned with the California Standards

Transcription

1 Sequence of Algebra 2 Units Aligned with the California Standards Year at a Glance Unit Big Ideas Algebra 2 Textbook Chapters Dates 1. Linear and Quadratic Functions Ch. 1 Linear Functions Ch. 2 Quadratic Functions 24 days: 9/5/17-10/6/17 2. Quadratic Equations and Polynomial Functions Ch. 3 Quadratic Equations and Complex Numbers Ch. 4 Polynomial Functions 29 days: 10/9/17-12/1/17 3. Radical and Rational Functions Ch. 5 Rational Exponents and Radical Functions Ch. 7 Rational Functions 29 days: 11/27/17 1/19/18 4. Exponential and Logarithmic Functions Ch. 6 Exponential and Logarithmic Functions Ch. 8 Sequences and Series 33 days: 1/29/18 3/16/18 5. Trigonometry Ch. 9 Trigonometric Ratios and Functions 24 days: 3/19/18 4/27/18 6. Probability and Data Ch. 10 Probability Ch. 11 Data Analysis and Statistics 29 days: 4/30/18 6/8/17 Critical Areas 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 the Algebra 2 course. This course includes standards from the conceptual categories of Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability. Some standards are repeated in multiple higher mathematics courses; therefore instructional notes, which appear in brackets, indicate what is appropriate for study in this particular course. Standards that were limited in Algebra 1 no longer have those restrictions in Algebra 2. Students work closely with the expressions that define the functions, competently manipulate algebraic expressions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms. For the Algebra 2 course, instructional time should focus on four critical areas: (1) relate arithmetic of rational expressions to arithmetic of rational numbers; (2) expand understandings of functions and graphing to include trigonometric functions; (3) synthesize and generalize functions and extend understanding of exponential functions to logarithmic functions; and (4) relate data display and summary statistics to probability and explore a variety of data collection methods. Mathematical Practices 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. Model with mathematics. 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. 1 Adapted from A Story of Functions: A Curriculum Overview for Grades 9-12 from Engage NY and commoncore.org Posted 5/26/17

2 Rationale for Sequence of Units in Algebra 2 Unit 1: In Unit 1, students explore and transform linear, absolute value and quadratic parent functions. Characteristics of the functions are given both abstract and contextual meaning. Applying their knowledge of these functions in a real world situations, including writing equations based on given data, using lines of best fit to approximate data and solving 3-by-3 systems of equations, will give significance and relevance to these functions, their graphs, and their equations. Unit 2: Students will build on their prior knowledge of how to solve quadratic equations. In Unit 2, solutions are no longer limited to real numbers, but now include the set of complex numbers. Students will now have five strategies to use to solve quadratic equations: graphing, factoring, square rooting, completing the square and the Quadratic Formula. Solving nonlinear systems and quadratic inequalities broaden the students knowledge of linear functions and quadratic equations. Viewing polynomials through the lens of quadratics, students already have a familiarity with factoring, graph behavior and transformations. Extending from second degree functions to those of third and fourth degree, students work with the end behaviors of graphs, the number of zeros of an nth-degree polynomial and the Fundamental Theorem of Algebra. Important for student understanding of polynomials is that polynomials form a system analogous to integers, namely, they are closed under the operations of addition, subtraction and multiplication. Unit 3: A theme of Unit 3 is that the arithmetic of rational expressions is governed by the same rules of the arithmetic of rational numbers. Connecting to the properties of exponents learned in Algebra 1, students now see that exponents can be rational numbers and are no longer restricted to being nonzero integers. Graphs help to illustrate the solutions to radical equations and inequalities. Even and odd functions and domains are investigated and defined. Function operations lead to solving for the inverses of functions where possible. The graphs of functions compared to the graphs of their inverses add a visual component to understanding inverse relationships. From direct variation in middle school, the students in Algebra 2 move on to rational functions, the simplest of which is inverse variation. Graphs play an important role in understanding rational functions as students are introduced to asymptotes and note the effect of simple transformations. Operations with rational expressions are primarily symbolic manipulation, but graphs can be used to confirm results. Unit 4: In Unit 4, students add to their list of function families with exponential and logarithmic functions. Drawing on their experience with exponential growth and decay functions in Algebra 1, students will be working with the natural base, e, along with other bases, and applying them to compound interest, continuous compounding, and other applications. Logarithmic functions follow naturally from an exploration of the properties of exponents. Graphs confirm the inverse relationship between exponential and logarithmic functions. Transformations of the graphs of these functions reinforce that transformations on a graph always have the same effect regardless of the type of underlying function. Exponential functions lead naturally to geometric sequences. New this year is the skill of adding the terms of a sequence. Along with arithmetic and geometric sequences and series, partial sums and sums of infinite geometric series will be explored numerically and graphically. 2 Adapted from A Story of Functions: A Curriculum Overview for Grades 9-12 from Engage NY and commoncore.org Posted 5/26/17

3 Unit 5: This year s last addition to the function families are the trigonometric functions. Students worked with trigonometric ratios and circles in Geometry and were introduced briefly to radian measure. Developing their understanding of trigonometric functions, students will define radian measure and the six trigonometric functions in terms of the unit circle. The concept of a periodic function is developed as students graph sine and cosine by plotting functional values for benchmark angles. The graphs of the remaining four trigonometric functions are deduced from the students knowledge of sine and cosine. Graphs are again transformed beyond the parent functions. Students will complete Unit 5 with an introduction to the trigonometric identities and the sum and difference formulas. Unit 6: Drawing on their knowledge of probability from middle school math and Algebra 1, students construct sample spaces from a given data set and calculate the probability of an independent, dependent or compound event. Two-way frequency tables are used to compute joint and marginal relative frequencies. Permutations and combinations are used to solve for probabilities of compound events and realworld applications. Binomial and Normal probability distributions are introduced, defined, described, and used to solve for probabilities. In a broad overview, students look at sampling populations and collecting data without introducing bias. Experiments and observational studies are discussed in the context of design, correlation and causation. Unit 6 finishes with the students drawing inferences from experiments and sample surveys where possible. Assessment Formative assessment strategies will be used frequently in every lesson to gauge students' understanding and make adjustments to instruction accordingly. Approximately 2/3 of the way through each unit, a Formative Assessment Lesson will be enacted for one of two purposes: 1) concept development lessons aim to strengthen students understanding of a specific topic and help them connect it with their other mathematical knowledge and 2) problem-solving lessons focus on improving students ability to apply mathematical practices as they work together to improve their initial responses to a problem. The Formative Assessment Lessons will provide the teacher and students information about students' understanding of the important understandings of the unit so that instruction and learning can be modified for the remainder of the lessons in the unit. At the end of each unit an interim assessment will be administered to assess students' ability to understand concepts and perform skills, problem solve, model with mathematics, and communicate reasoning. At the close of the year students will take a comprehensive summative assessment. 3 Adapted from A Story of Functions: A Curriculum Overview for Grades 9-12 from Engage NY and commoncore.org Posted 5/26/17

4 Unit Alignment to California State Standards Unit 1: Linear and Quadratic Functions 24 [m] A-APR.B Understand the relationship between zeros and factors of polynomials. A-APR.3 Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. [m] A-CED.A Create equations that describe numbers or relationships. A-CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. A-CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. [m] F-IF.B Interpret functions that arise in applications in terms of the context. F-IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. F-IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. [s] F-IF.C Analyze functions using different representations. F-IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. F-IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum. [m] F-BF.A Build a function that models a relationship between two quantities. F-BF.1 Write a function that describes a relationship between two quantities. a. Determine an explicit expression, a recursive process, or steps for calculation from a context. 4 Adapted from A Story of Functions: A Curriculum Overview for Grades 9-12 from Engage NY and commoncore.org Posted 5/26/17

5 Unit 2: Quadratics and Polynomial Functions 29 [a] F-BF.B Build new functions from existing functions. F-BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. [s] F-LE.A Construct and compare linear, quadratic, and exponential models and solve problems. F-LE.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). [a] G-GPE.A Translate between the geometric description and the equation for a conic section. G-GPE.2 Derive the equation of a parabola given a focus and directrix. [a] S-ID.A Summarize, represent, and interpret data on two categorical and quantitative variables. S-ID.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models. [s] N-CN.A Perform arithmetic operations with complex numbers. N-CN.1 Know there is a complex number i such that i 2 = 1, and every complex number has the form a + bi with a and b real. N-CN.2 Use the relation i 2 = 1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers. [a] N-CN.C Use complex numbers in polynomial identities and equations. N-CN.7 Solve quadratic equations with real coefficients that have complex solutions. [m] A-SSE.A Interpret the structure of expressions. A-SSE.2 Use the structure of an expression to identify ways to rewrite it. For example, see x 4 y 4 as (x 2 ) 2 (y 2 ) 2, thus recognizing it as a difference of squares that can be factored as (x 2 y 2 )(x 2 + y 2 ). 5 Adapted from A Story of Functions: A Curriculum Overview for Grades 9-12 from Engage NY and commoncore.org Posted 5/26/17

6 [m] A-APR.A Perform arithmetic operations on polynomials. A-APR.1 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. [m] A-APR.B Understand the relationship between zeros and factors of polynomials. A-APR.2 Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x a is p(a), so p(a) = 0 if and only if (x a) is a factor of p(x). A-APR.3 Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. [a] A-APR.C Use polynomial identities to solve problems. A-APR.4 Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x 2 + y 2 ) 2 = (x 2 y 2 ) 2 + (2xy) 2 can be used to generate Pythagorean triples. [s] A-APR.D Rewrite rational expressions. A-APR.6 Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system. [m] A-CED.A Create equations that describe numbers or relationships. A-CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. A-CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. A-CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. [m] A-REI.B Solve equations and inequalities in one variable. A-REI.4 Solve quadratic equations in one variable. b. Solve quadratic equations by inspection (e.g., for x 2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b. 6 Adapted from A Story of Functions: A Curriculum Overview for Grades 9-12 from Engage NY and commoncore.org Posted 5/26/17

7 [m] A-REI.D Represent and solve equations and inequalities graphically. A-REI.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. [m] F-IF.B Interpret functions that arise in applications in terms of the context. F-IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. [s] F-IF.C Analyze functions using different representations. F-IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. F-IF.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context. [m] F-BF.A Build a function that models a relationship between two quantities. F-BF.1 Write a function that describes a relationship between two quantities. a. Determine an explicit expression, a recursive process, or steps for calculation from a context. [a] F-BF.B Build new functions from existing functions. F-BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. 7 Adapted from A Story of Functions: A Curriculum Overview for Grades 9-12 from Engage NY and commoncore.org Posted 5/26/17

8 Unit 3: Radical and Rational Functions 29 [s] A-APR.D Rewrite rational expressions. A-APR.6 Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system. [m] A-CED.A Create equations that describe numbers or relationships. A-CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. A-CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. A-CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. A-CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm s law V = IR to highlight resistance R. [m] A-REI.A Understand solving equations as a process of reasoning and explain the reasoning. A-REI.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. A-REI.2 Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. [s] F-IF. C Analyze functions using different representations. F-IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. [m] F-BF. A Build a function that models a relationship between two quantities. F-BF.1 Write a function that describes a relationship between two quantities. b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. 8 Adapted from A Story of Functions: A Curriculum Overview for Grades 9-12 from Engage NY and commoncore.org Posted 5/26/17

9 Unit 4: Exponential and Logarithmic Functions 33 [a] F-BF. B Build new functions from existing functions. F-BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. F-BF.4 Find inverse functions. a. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2 x 3 or f(x) = (x+1)/(x 1) for x 1. [m] A-SSE.A Interpret the structure of expressions. A-SSE.2 Use the structure of an expression to identify ways to rewrite it. For example, see x 4 y 4 as (x 2 ) 2 (y 2 ) 2, thus recognizing it as a difference of squares that can be factored as (x 2 y 2 )(x 2 + y 2 ). [m] A-SSE.B Write expressions in equivalent forms to solve problems. A-SSE.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. b. Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15 t can be rewritten as (1.15 1/12 ) 12t t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%. A-SSE.4 Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments. [m] A-CED.A Create equations that describe numbers or relationships. A-CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [m] A-REI.A A-REI.1 Understand solving equations as a process of reasoning and explain the reasoning. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. 9 Adapted from A Story of Functions: A Curriculum Overview for Grades 9-12 from Engage NY and commoncore.org Posted 5/26/17

10 [s] F-IF.C Analyze functions using different representations. F-IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. F-IF.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. b. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02) t, y = (0.97) t, y = (1.01) 12t, y = (1.2) t/10, and classify them as representing exponential growth or decay. [m] F-BF.A Build a function that models a relationship between two quantities. F-BF.1 Write a function that describes a relationship between two quantities. a. Determine an explicit expression, a recursive process, or steps for calculation from a context. F-BF.2 Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. [a] F-BF.B Build new functions from existing functions. F-BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. F-BF.4 Find inverse functions. a. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2 x 3 or f(x) = (x+1)/(x 1) for x 1. [s] F-LE.A Construct and compare linear, quadratic, and exponential models and solve problems. F-LE.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). F-LE.4 For exponential models, express as a logarithm the solution to ab ct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. 10 Adapted from A Story of Functions: A Curriculum Overview for Grades 9-12 from Engage NY and commoncore.org Posted 5/26/17

11 Unit 5: Trigonometry 24 F-LE.4.1 F-LE.4.2 F-LE.4.3 Prove simple laws of logarithms. CA Use the definition of logarithms to translate between logarithms in any base. CA Understand and use the properties of logarithms to simplify logarithmic numeric expressions and to identify their approximate values. CA [s] F-IF.C Analyze functions using different representations. F-IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. [m] F-BF.A Build a function that models a relationship between two quantities. F-BF.1 Write a function that describes a relationship between two quantities. a. Determine an explicit expression, a recursive process, or steps for calculation from a context. [a] F-BF.B Build new functions from existing functions. F-BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. [a] F-TF.A Extend the domain of trigonometric functions using the unit circle. F-TF.1 Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle. F-TF.2 Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle. F-TF.2.1 Graph all 6 basic trigonometric functions. CA [a] F-TF.B Model periodic phenomena with trigonometric functions. F-TF.5 Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. [a] F-TF.C Prove and apply trigonometric identities. F-TF.8 Prove the Pythagorean identity sin 2 (θ) + cos 2 (θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle. 11 Adapted from A Story of Functions: A Curriculum Overview for Grades 9-12 from Engage NY and commoncore.org Posted 5/26/17

12 Unit 6: Probability and Data 29 [a] S-ID.A Summarize, represent, and interpret data on a single count or measurement variable. S-ID.4 Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. [s] S-IC.A Understand and evaluate random processes underlying statistical experiments. S-IC.1 Understand statistics as a process for making inferences about population parameters based on a random sample from that population. S-IC.2 Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? [m] S-IC.B Make inferences and justify conclusions from sample surveys, experiments, and observational studies. S-IC.3 Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. S-IC.4 Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. S-IC.5 Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. S-IC.6 Evaluate reports based on data. [a] S-CP.A Understand independence and conditional probability and use them to interpret data. S-CP.1 Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events ( or, and, not ). S-CP.2 Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent. S-CP.3 Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B. 12 Adapted from A Story of Functions: A Curriculum Overview for Grades 9-12 from Engage NY and commoncore.org Posted 5/26/17

13 S-CP.4 Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results. S-CP.5 Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer. [a] S.CP.B Use the rules of probability to compute probabilities of compound events in a uniform probability model. S-CP.6 Find the conditional probability of A given B as the fraction of B s outcomes that also belong to A, and interpret the answer in terms of the model. S-CP.7 Apply the Addition Rule, P(A or B) = P(A) + P(B) P(A and B), and interpret the answer in terms of the model. Key: [m] = major clusters; [s] = supporting clusters; [a] = additional clusters Indicates a modeling standard linking mathematics to everyday life, work, and decision-making CA Indicates a California-only standard 13 Adapted from A Story of Functions: A Curriculum Overview for Grades 9-12 from Engage NY and commoncore.org Posted 5/26/17