California Common Core State Standards for Mathematics Standards Map Mathematics II

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1 A Correlation of Pearson Integrated High School Mathematics Mathematics II Common Core, 2014 to the California Common Core State s for Mathematics s Map Mathematics II Copyright 2017 Pearson Education, Inc. or its affiliate(s). All rights reserved

2 California Common Core State s for Mathematics s Map Mathematics II Indicates a modeling standard linking mathematics to everyday life, work, and decision-making. (+) Indicates additional mathematics to prepare students for advanced courses. Language 1 Y N Reviewer Notes NUMBER AND QUANTITY Domain THE REAL NUMBER SYSTEM. Extend the properties of exponents to rational exponents. N RN 1. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5 1/3 to be the cube root of 5 because we want (5 1/3 ) 3 = 5 (1/3)3 to hold, so (5 1/3 ) 3 must equal 5. N RN 2. Rewrite expressions involving radicals and rational exponents using the properties of exponents. SE: , , , TG: , , , SE: TG: For some standards that appear in multiple courses (e.g., Mathematics I and Mathematics II), some examples included in the language of the standard that did not apply to this standards map were removed. California Common Core State s Map: Mathematics II Page 2

3 N RN 3. Language 1 Y N Reviewer Notes Use properties of rational and irrational numbers. Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational. SE: TG: 614 Domain THE COMPLEX NUMBER SYSTEM N CN 1. Perform arithmetic operations with complex numbers. [i 2 as highest power of i] 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. SE: TG: N CN 2. N CN 7. Use the relation i 2 = 1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers. Use complex numbers in polynomial identities and equations. [Quadratics with real coefficients] Solve quadratic equations with real coefficients that have complex solutions. SE: TG: SE: TG: California Common Core State s Map: Mathematics II Page 3

4 N CN 8. Language 1 Y N Reviewer Notes (+) Extend polynomial identities to the complex numbers. For example, rewrite x as (x + 2i)(x 2i). Please see Pearson Integrated Mathematics, Mathematics III Common Core: SE: , , TG: , , N CN 9. (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials. Please see Pearson Integrated Mathematics, Mathematics III Common Core: SE: TG: ALGEBRA I Domain SEEING STRUCTURE IN EXPRESSIONS A SSE 1a. A SSE 1b. Interpret the structure of expressions. [Quadratic and exponential] Interpret expressions that represent a quantity in terms of its context. Interpret parts of an expression, such as terms, factors, and coefficients. Interpret expressions that represent a quantity in terms of its context. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1 + r) n as the product of P and a factor not depending on P. SE: TG: SE: , , , , , TG: , , , , , California Common Core State s Map: Mathematics II Page 4

5 A SSE 2. Language 1 Y N Reviewer Notes 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 ). SE: , , , TG: , , , A SSE 3a. Write expressions in equivalent forms to solve problems. [Quadratic and exponential] Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Factor a quadratic expression to reveal the zeros of the function it defines. SE: , TG: , A SSE 3b. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. SE: , TG: , California Common Core State s Map: Mathematics II Page 5

6 A SSE 3c. Domain A APR 1. Language 1 Y N Reviewer Notes Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. 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%. ARITHMETIC WITH POLYNOMIALS AND RATIONAL EXPRESSIONS Perform arithmetic operations on polynomials. [Polynomials that simplify to quadratics] 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. Domain CREATING EQUATIONS A CDE 1. Create equations that describe numbers or relationships. Create equations and inequalities in one variable including ones with absolute value and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. CA SE: TG: SE: , , , TG: , , , SE: , , , , TG: , , , , California Common Core State s Map: Mathematics II Page 6

7 A CDE 2. Language 1 Y N Reviewer Notes Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. SE: TG: A CDE 4. Domain A REI 4a. A REI 4b. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. [Include formulas involving quadratic terms.] REASONING WITH EQUATIONS AND INEQUALITIES Solve equations and inequalities in one variable. [Quadratics with real coefficients] Solve quadratic equations in one variable. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x p) 2 = q that has the same solutions. Derive the quadratic formula from this form. Solve quadratic equations in one variable. 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. SE: TG: 724 SE: , TG: , SE: , , , , TG: , , , , California Common Core State s Map: Mathematics II Page 7

8 A REI 7. Language 1 Y N Reviewer Notes Solve systems of equations. [Linearquadratic systems] Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = 3x and the circle x 2 + y 2 = 3. FUNCTIONS Domain INTERPRETING FUNCTIONS Interpret functions that arise in applications in terms of the context. [Quadratic] 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 5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. SE: TG: SE: , , , , TG: , , , , SE: , TG: , California Common Core State s Map: Mathematics II Page 8

9 F IF 6. Language 1 Y N Reviewer Notes 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. SE: TG: F IF 7a. Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewisedefined] Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph linear and quadratic functions and show intercepts, maxima, and minima. SE: , , , TG: , , , F IF 7b. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph square root, cube root, and piecewise defined functions, including step functions and absolute value functions. SE: , , TG: , , California Common Core State s Map: Mathematics II Page 9

10 F IF 8a. Language 1 Y N Reviewer Notes Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. 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. SE: , , TG: , , F IF 8b. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. 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, and y = (1.2) t/10, and classify them as representing exponential growth or decay. SE: , , TG: , , 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. SE: TG: California Common Core State s Map: Mathematics II Page 10

11 Language 1 Y N Reviewer Notes Domain BUILDING FUNCTIONS F BF 1a. Build a function that models a relationship between two quantities. [Quadratic and exponential] Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from a context. SE: , , , , TG: , , , , F BF 1b. Write a function that describes a relationship between two quantities. Combine standard function types using arithmetic operations. SE: , , TG: , , F BF 3. Build new functions from existing functions. [Quadratic, absolute value] Identify the effect on the graph of replacing f(x) by f(x) + k, kf(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. SE: , , , TG: , , , California Common Core State s Map: Mathematics II Page 11

12 F BF 4a. Language 1 Y N Reviewer Notes Find inverse functions. 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) =2x 3. Please see Pearson Integrated Mathematics, Mathematics III Common Core: SE: , TG: , Domain F LE 3. F LE 6. LINEAR, QUADRATIC, AND EXPONENTIAL MODELS Construct and compare linear, quadratic, and exponential models and solve problems. [Include quadratic] Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. Interpret expressions for functions in terms of the situation they model. Apply quadratic functions to physical problems, such as the motion of an object under the force of gravity. CA Please see Pearson Integrated Mathematics, Mathematics I Common Core: SE: TG: SE: 734, , , 759, , , 819, , 833, 835 TG: 712, 715, 722, 731, 743, 765, 783, 787, 799, 800 California Common Core State s Map: Mathematics II Page 12

13 Language 1 Y N Reviewer Notes Domain TRIGONOMETRIC FUNCTIONS 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. Please see Pearson Integrated Mathematics, Mathematics III Common Core: SE: TG: GEOMETRY Domain CONGRUENCE G CO 9. Prove geometric theorems. [Focus on validity of underlying reasoning while using variety of ways of writing proofs.] Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment s endpoints, Please see Pearson Integrated Mathematics, Mathematics I Common Core: SE: , , , , , , , TG: , , , , , , , California Common Core State s Map: Mathematics II Page 13

14 G CO 10. Language 1 Y N Reviewer Notes Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180 ; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point. Please see Pearson Integrated Mathematics, Mathematics I Common Core: SE: , , , , , , , , , , , TG: , , , , , , , , , , , G CO 11. Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals. Please see Pearson Integrated Mathematics, Mathematics I Common Core: SE: , , , , , TG: , , , , , California Common Core State s Map: Mathematics II Page 14

15 Domain G SRT 1a. Language 1 Y N Reviewer Notes SIMILARITY, RIGHT TRIANGLES, AND TRIGONOMETRY Understand similarity in terms of similarity transformations. Verify experimentally the properties of dilations given by a center and a scale factor: A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged. For related content, please see: SE: , TG: , G SRT 1b. G SRT 2. G SRT 3. Verify experimentally the properties of dilations given by a center and a scale factor: The dilation of a line segment is longer or shorter in the ratio given by the scale factor. Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides. Use the properties of similarity transformations to establish the Angle Angle (AA) criterion for two triangles to be similar. For related content, please see: SE: , TG: , SE: TG: SE: TG: California Common Core State s Map: Mathematics II Page 15

16 G SRT 4. Language 1 Y N Reviewer Notes Prove theorems involving similarity. [Focus on validity of underlying reasoning while using variety of formats.] Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity. SE: , , TG: 383, , G SRT 5. Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. SE: , , , , , , , , , , , , , , , , , , TG: , , , , , , , , , , , , , , , , , , G SRT 6. Define trigonometric ratios and solve problems involving right triangles. Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. SE: TG: 436 California Common Core State s Map: Mathematics II Page 16

17 G SRT 7. Language 1 Y N Reviewer Notes Explain and use the relationship between the sine and cosine of complementary angles. SE: TG: G SRT8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. SE: , , , TG: , , , G SRT 8.1 Derive and use the trigonometric ratios for special right triangles (30, 60, 90 and 45, 45, 90 ). CA Students explore properties of special right triangles, and apply these properties to find the area of a regular hexagon and to discover the relationships between the lengths of an apothem, a radius, and a side in an equilateral triangle. Students explore the trigonometric ratios and apply them to solve problems involving angles of elevation and angles of depression. SE: , , , , , 462 TG: , 436, , , , 460 California Common Core State s Map: Mathematics II Page 17

18 Domain CIRCLES Language 1 Y N Reviewer Notes Understand and apply theorems about circles. G C 1. Prove that all circles are similar. Please see Pearson Integrated Mathematics, Mathematics III Common Core: SE: TG: G C 2. Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle. Please see Pearson Integrated Mathematics, Mathematics III Common Core: SE: , , , , TG: , , , , G C 3. Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle. Please see Pearson Integrated Mathematics, Mathematics III Common Core: SE: , TG: , California Common Core State s Map: Mathematics II Page 18

19 G C 4. Language 1 Y N Reviewer Notes (+) Construct a tangent line from a point outside a given circle to the circle. Please see Pearson Integrated Mathematics, Mathematics I Common Core: SE: , , TG: , , G C 5. Domain G CPE 1. Find arc lengths and areas of sectors of circles. [Radian introduced only as unit of measure] Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. Convert between degrees and radians. CA EXPRESSING GEOMETRIC PROPERTIES WITH EQUATIONS Translate between the geometric description and the equation for a conic section. Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation. Please see Pearson Integrated Mathematics, Mathematics III Common Core: SE: , , TG: , , SE: TG: California Common Core State s Map: Mathematics II Page 19

20 G CPE 2. Language 1 Y N Reviewer Notes Derive the equation of a parabola given a focus and directrix. Please see Pearson Integrated Mathematics, Mathematics III Common Core: SE: G CPE 4. G CPE 6. Domain G GMD 1. Use coordinates to prove simple geometric theorems algebraically. Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, 3) lies on the circle centered at the origin and containing the point (0, 2). [Include simple circle theorems.] Find the point on a directed line segment between two given points that partitions the segment in a given ratio. GEOMETRIC MEASUREMENT AND DIMENSION Explain volume formulas and use them to solve problems. Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri s principle, and informal limit arguments. TG: SE: , TG: , SE: TG: SE: , , , TG: , , 562, California Common Core State s Map: Mathematics II Page 20

21 G GMD 3. Language 1 Y N Reviewer Notes Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. SE: , , TG: , , G GMD 5. Know that the effect of a scale factor k greater than zero on length, area, and volume is to multiply each by k, k², and k³, respectively; determine length, area and volume measures using scale factors. CA Students explore scale factors in the form of the magnitudes of dilations. Areas and volumes of similar solids are explored in Integrated Mathematics III (Lesson 10 6). SE: , , , (Problem 2), (#22), (#22), 587(#13) TG: , , , 556 (Problem 2), 559 (#22), 568 (#22), 574 (#13) G GMD 6. Verify experimentally that in a triangle, angles opposite longer sides are larger, sides opposite larger angles are longer, and the sum of any two side lengths is greater than the remaining side length; apply these relationships to solve real world and mathematical problems. CA SE: , , 259 TG: , , 267 California Common Core State s Map: Mathematics II Page 21

22 Domain S CP 1. Language 1 Y N Reviewer Notes STATISTICS AND PROBABILITY CONDITIONAL PROBABILITY AND THE RULES OF PROBABILITY Understand independence and conditional probability and use them to interpret data. [Link to data from simulations or experiments.] 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 ). SE: , TG: , 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. SE: TG: 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. SE: TG: California Common Core State s Map: Mathematics II Page 22

23 S CP 4. Language 1 Y N Reviewer Notes 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. SE: , , TG: , , S CP 5. Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. SE: , , TG: , , S CP 6. Use the rules of probability to compute probabilities of compound events in a uniform probability model. 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. SE: TG: California Common Core State s Map: Mathematics II Page 23

24 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. Language 1 Y N Reviewer Notes For related content, please see: SE: TG: S CP 8. S CP 9. (+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B A) = P(B)P(A B), and interpret the answer in terms of the model. (+) Use permutations and combinations to compute probabilities of compound events and solve problems. SE: TG: SE: TG: Domain USING PROBABILITY TO MAKE DECISIONS S MD 6. Use probability to evaluate outcomes of decisions. [Introductory; apply counting rules.] (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). For related content, please see Pearson Integrated Mathematics, Mathematics III Common Core: SE: TG: S MD 7. (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). For related content, please see Pearson Integrated Mathematics, Mathematics III Common Core: SE: TG: California Common Core State s Map: Mathematics II Page 24

25 MP 1. Language 1 Y N Reviewer Notes MATHEMATICAL PRACTICES Make sense of problems and persevere in solving them. Pearson s Integrated High School Mathematics, Mathematics II Common Core five step lesson design raises student achievement. Every step in the lesson connects to the s for Mathematical Practice. Students make sense of problems and persevere in solving them by: Considering or attempting multiple entry points Analyzing information (givens, constraints, relationships, goals) Making conjectures and plan a solution pathway Using objects, drawings, and diagrams to solve problems Monitoring progress and change course as necessary Checking answers to problems and ask, Does this make sense? SE: 9 10, 16 17, 39, 46 47, 55, 62, 70 71, 80 81, 89 90, 96, , 113, 118, , 135, , , , , , 181 TG: 10, 18, 41, 49, 57, 64, 73 74, 82, 91, 98, 106, , 122, 132, , , , 165, , 177, , 185 California Common Core State s Map: Mathematics II Page 25

26 Language 1 Y N Reviewer Notes MP 2. Reason abstractly and quantitatively. Pearson s Integrated High School Mathematics, Mathematics II Common Core five step lesson design raises student achievement. Every step in the lesson connects to the s for Mathematical Practice. Students reason abstractly and quantitatively through: Making sense of quantities and relationships in problem situations Representing abstract situations symbolically Creating a coherent representation of the problem Translating from contextualized to generalized or vice versa Flexibly use properties of operations SE: 407, 462, 485, , , , 661, 668, 670, , , , 704, 715, 726, , , 766, , 847 TG: 36, 125, 204, 332, 247, 407, 418, 462, 484, 585, , 593, , 630, , 641, 647, 649, , , , 682, 695, 705, , , 738, 738, , 808, 814, 816, 848, 899 California Common Core State s Map: Mathematics II Page 26

27 MP 3. Language 1 Y N Reviewer Notes Construct viable arguments and critique the reasoning of others. Pearson s Integrated High School Mathematics, Mathematics II Common Core five step lesson design raises student achievement. Every step in the lesson connects to the s for Mathematical Practice. Students construct viable arguments and critique the reasoning of others while: Using definitions and previously established causes/effects (results) in constructing arguments Making conjectures and use counterexamples to build a logical progression of statements to explore and support their ideas Listening to or read the arguments of others Asking probing questions to other students SE: 7 10, 15 18, 23 25, 30 32, 38, 45 47, 54 57, 62, 70 71, 80 81, 88 90, 96 97, , , , , , , , TG: 9, 11, 17, 19, 25 26, 32 33, 40, 44, 48 50, 52, 57 58, 64, 72 74, 81 83, 85, 90 92, 94, 97, 99, , , , 139, , , 152, , 159, California Common Core State s Map: Mathematics II Page 27

28 MP 3.1 Language 1 Y N Reviewer Notes Students build proofs by induction and proofs by contradiction. CA [for higher mathematics only]. MP 4. Model with mathematics. Pearson s Integrated High School Mathematics, Mathematics II Common Core five step lesson design raises student achievement. Every step in the lesson connects to the s for Mathematical Practice. Students model with mathematics by: Determining equation that represents a situation Illustrating mathematical relationships using diagrams, twoway tables, graphs, flowcharts, and formulas Applying assumptions to make a problem simpler Checking to see if an answer makes sense within the context of a situation and change a model when necessary N/A SE: 17 18, 25, 32 33, 40, 55, 62, 70 71, 97, 118, 126, 136, , , , 196, , 222, 238, 260, TG: 19, 27, 34, 42, 57, 64, 73, 99, 122, 132, 140, , 182, , 200, , 228, 243, 268, California Common Core State s Map: Mathematics II Page 28

29 Language 1 Y N Reviewer Notes MP 5. Use appropriate tools strategically. Pearson s Integrated High School Mathematics, Mathematics II Common Core five step lesson design raises student achievement. Every step in the lesson connects to the s for Mathematical Practice. Students use appropriate tools strategically by: Choosing tools that are appropriate for the task. Examples: Manipulatives, Calculators, Rulers, and Digital Technology Using technological tools to visualize the results of assumptions, explore consequences, and compare predictions with data Identifying relevant external math resources (digital content on a website) and use them to pose or solve problems SE: 7 10, 29, , , , 206, 213, 221, , 367, , 460, , 715 TG: 5, 9 11, 32, , 159, , 203, 210, , 227, , 373, 383, 457, 534, 694 California Common Core State s Map: Mathematics II Page 29

30 Language 1 Y N Reviewer Notes MP 6. Attend to precision. Pearson s Integrated High School Mathematics, Mathematics II Common Core five step lesson design raises student achievement. Every step in the lesson connects to the s for Mathematical Practice. Students attend to precision while: Communicating precisely using appropriate terminology Specifying units of measure and provide accurate labels on graphs Expressing numerical answers with appropriate degree of precision Providing carefully formulated explanations SE: 54, 65 66, 72 73, , 118, 128, , , , 350, , 483, 557, 566, 587, 592, 645, 714, 725, 872 TG: 21, 29, 57, 67 68, 76, 101, 122, 133, 272, 314, 349, 357, 437, 445, 481, 552, 559, 575, 580, 628 California Common Core State s Map: Mathematics II Page 30

31 Language 1 Y N Reviewer Notes MP 7. Look for and make use of structure. Pearson s Integrated High School Mathematics, Mathematics II Common Core five step lesson design raises student achievement. Every step in the lesson connects to the s for Mathematical Practice. Students look for and make use of structure through: Looking for patterns or structure, recognizing that quantities can be represented in different ways Using knowledge of properties to efficiently solve problems Viewing complicated quantities both as single objects or compositions of several objects SE: 9, 16 17, 24 25, 33, 87 88, 334, , 558, 587, 605, 621, 623, 661, 669, 700, 725, 759, 777, 796, 799 TG: 9, 13, 18, 26, 34, 90, , 135, 144, 221, 230, 344, 355, 552, 575, 591, 604, 606, 641, 649 California Common Core State s Map: Mathematics II Page 31

32 MP 8. Language 1 Y N Reviewer Notes Look for and express regularity in repeated reasoning. Pearson s Integrated High School Mathematics, Mathematics II Common Core five step lesson design raises student achievement. Every step in the lesson connects to the s for Mathematical Practice. Students look for and express regularity in repeated reasoning when: Noticing repeated calculations and look for general methods and shortcuts Continually evaluating the reasonableness of intermediate results while attending to details and make generalizations based on findings SE: 207, 220, 228, 424, 475, 483, 595, , , , , , , , TG: 212, 226, 234, 418, 425, 473, 481, 583, 586, , , , 622, , , , , 953 California Common Core State s Map: Mathematics II Page 32