District Office Pacing Calendar ALGEBRA 2 September 2017 Monday Tuesday Wednesday Thursday Friday 1

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1 September Labor day- No School 5 Professional Development 6 Getting to know you and establish procedures 7 Getting to know you and establish procedures 8 Getting to know you and establish procedures 11 A.APR.1 (1A) 12 A.APR.1 (1A) 13 A.APR.1 (1A) 14 A.APR.1 (1A) 15 A.APR.1 (1A) develop their fluency with operations of addition and subtraction with s 1 A.APR.6 (1A) connect long division of s with the long division algorithm of arithmetic. develop the distributive property for application to multiplication. (Degrees less than 2) 19 A.APR.6 (1A) connect long division of s with the long division algorithm of arithmetic and use this algorithm to rewrite rational expressions that divide without a remainder develop the distributive property for application to multiplication. (Any degree) 20 A.APR.6 (1A) connect long division of s with the long division algorithm of arithmetic and use this algorithm to rewrite rational expressions that divide with a remainder. connect multiplication of s with multiplication of multi-digit integers, with no real world context. 21 A.APR.6 (1A) divide s in the context geometric applications. (i.e. volume of rectangular prisms.) connect multiplication of s with multiplication of multi-digit integers in the context of a real world scenario. 22 DOQ 1A Algebra 2 A.SSE.2 (1B) understand that the sum of two square roots (or two cube roots) is not equal to the square root (or cube root) of their sum. 25 N.RN.2 (1B) convert expressions to simplest radical form. 26 N.RN.2 (1B) understand that the product of conjugate radicals can be viewed as the difference of two squares. 27 A.APR.3 (1B) find solutions to equations where the expression is not factored into linear factors 28 A.APR.3 (1B) construct a function that has a specified set of zeros with stated multiplicity. 29 A.APR.3 (1C) construct a function that has a specified set of zeros with stated multiplicity. 1 P a g e A L G E B R A I I C U R R I C U L U M

2 October A.APR.3 (1C) factor expressions by using the structure of the s. 3 A.APR.3 (1C) use the factored forms of s to find zeros of a function, and sketch its graph. 4 A.APR.3 (1C) graph functions and describe end behavior based upon the degree of the. 5 DOQ 2A Algebra 2 A.APR.6 (1D) define and compare rational expressions and write them in equivalent forms. 6 A.APR.6 (1D) perform the four arithmetic operations on rational expressions and simplify when possible. 9 A.REI.2 (1D) 10 A.REI.2 (1D) 11 A.REI.2 (1D) 12 A.REI.2 (1D) 13 A.REI.6 (1D) solving rational equations, monitoring for the creation of extraneous solutions. 16 A.REI.6 (1D) solving linear systems in three variables algebraically 23 A.REI.7 (1D) rational equations, monitoring for the creation of extraneous solutions. 17 A.REI.6 (1D) linear systems in three variables algebraically. 24 A.REI.7 (1D) solving simple radical equations and understand the possibility of extraneous solutions 18 DOQ 3A Algebra 2 A.REI.6 (1D) linear systems in three variables using technology. 25 simple radical equations and understand the possibility of extraneous solutions 19 A.REI.7 (1D) solving systems of a linear and a quadratic equation in two variables. 26 refresh on solving linear systems in two variables algebraically 20 Professional Development Day 27 systems of a linear and a quadratic equation in two variables. systems of a linear and a quadratic equation in two variables using technology. 1 N.CN.2 (1E) understand complex numbers as a superset of the real numbers; i.e., a complex number a + bi is real when b = 0. 2 N.CN.7 (1E) solving quadratic equations with real coefficients that have complex solutions 3 N.CN.7 (1E) quadratic equations with real coefficients that have complex solutions 2 P a g e A L G E B R A I I C U R R I C U L U M

3 November N.CN.9 (1E) understand the Fundamental Theorem of Algebra; that all expressions factor into linear terms in the realm of complex numbers. 31 DOQ 4A N.CN.9 (1E) understand the Fundamental Theorem of Algebra; that all expressions factor into linear terms in the realm of complex numbers. 1 F.TF.2 (2A) understand the naming of the quadrants and why counterclockwise motion is deemed the positive direction of turning in mathematics 2 F.TF.3 (2A) define sine and cosine as functions for degrees of rotation of the ray formed by the positive -axis up to one full turn. 3 F.TF.3 (2A) use special triangles to determine geometrically the values of sine and cosine for 30, 45, 60, and 90 degrees 6 F.TF.3 (2A) use special triangles to determine geometrically the values of sine and cosine for 30, 45, 60, and 90 degrees. 13 F.TF.3 (2A) evaluate the sine and cosine functions at multiples of 30 and F.TF.2 (2B) define the secant function and the co-functions in terms of points on the unit circle. They relate these names for these functions to the geometric relationships among lines, angles, and right triangles in a unit circle diagram. 27 1pm dismissal for all staff PD for High School 7 Election Day- District Holiday 14 F.TF.3 (2A) evaluate the sine and cosine functions at multiples of 30 and F.TF.2 (2B) use reciprocal relationships to relate the trigonometric functions and use these relationships to evaluate trigonometric functions for multiples of 30, 45, and 60 degrees. 28 1pm dismissal for all staff PD for family and elementary schools 8 F.TF.3 (2A) define sine and cosine as functions for all real numbers measured in degrees. 15 F.TF.2 (2B) define the tangent function. 22 1pm dismissal for all staff 29 F.IF.7e (2C) describe the position of an object along a line of sight in the context of circular motion. 9 NJEA Conference 16 F.TF.2 (2B) use special triangles to determine geometrically the values of the tangent function for 30, 45, and Happy Thanksgiving 30 F.IF.7e (2C) graph the sine and cosine functions and analyze the shape of these curves. 10 NJEA Conference Veteran s Day 17 DOQ 5A F.TF.2 (2B) use special triangles to determine geometrically the values of the tangent function for 30, 45, and Happy Thanksgiving 3 P a g e A L G E B R A I I C U R R I C U L U M

4 P/T conference Family and elementary schools District Office Pacing Calendar P/T conference for High School December F.IF.7e (2C) graph the sine and cosine functions and analyze the shape of these curves. 4 F.IF.7e (2C) For the sine and cosine functions, students sketch graphs showing key features, which include intercepts; intervals where the function is increasing, decreasing, relative maxima and minima; symmetries; end behavior; and periodicity. 11 F.IF.7.e (2D) learn the relationship among the constant A, w, h, and k in the formula f(x) = Asin(w(x-h))+k 5 F.IF.7e (2C) explore horizontal scaling of the graph of y =sin(x). 12 F.IF.7.e (2D) learn the the sine graph. 6 DOQ 6A convert between degrees and radians. 13 F.IF.7.e (2D) review how changing the parameters A, ω, h, and k in f(x) = A sin(ω(x - h)) + k affects the graph of the sine function 7 F.IF.7.e (2D) observe identities from graphs of sine and cosine 14 DOQ 7A 8 F.IF.7.e (2D) relate those identities to periodicity, even and odd properties, intercepts, end behavior, and the fact that cosine is a horizontal translation of sine.. 15 F.IF.7.e (2E) the graph of the tangent function. 18 F.IF.7.e (2E) graph the tangent function. 19 F.TF.8 (2E) prove the Pythagorean identity sin2(x) + cos2(x) = F.TF.8 (2E) use the Pythagorean identity to find sin(θ), cos(θ), or tan(θ), given sin(θ), cos(θ), or tan(θ) and the quadrant of the terminal ray of the rotation. 21 F.TF.8 (2E) the proofs of simple identities involving the sine function, cosine function, and secant function pm dismissal for all staff Have a safe and Happy Holiday 4 P a g e A L G E B R A I I C U R R I C U L U M

5 January New Years Day- No School 2 F.TF.8 (2E) 3 F.TF.8 (2E) 4 F.TF.8 (2E) prove simple identities involving the sine function, cosine function, and secant function. prove simple identities involving the sine function, cosine function, and secant function. recognize features of proofs of identities. 5 DOQ 8A 8 N.RN.2 (3A) review and practice applying the exponents for integer exponents 9 F.IF.8.b (3A) the exponential growth and decay models 10 F.IF.8.b (3A) model a real-world scenario involving exponential growth and decay 11 N.RN.1 (3A) use scientific notation to compute with large numbers. 12 N.RN.2 (3A) calculate quantities that involve positive and negative rational exponents. 15 Martin Luther King Jr. Day 16 N.RN.2 (3A) rewrite expressions involving radicals and rational exponents using the exponents. 17 N.Q.2 (3A) discover Euler s number e 18 F.IF.6 (3A) calculate the average rate of change of a function. 19 DOQ 9A 22 A.CED.1 (3B) simple exponential equations numerically. 23 F.LE.4 (3B) calculate a simple logarithm using the definition 24 F.LE.4 (3B) justify logarithms using the definition and properties already developed. 25 F.LE.4 (3B) understand how to change logarithms from one base to another. 26 No School For 29 F.LE.4 (3B) calculate logarithms with any base using a calculator that computes only logarithms base 10 and base e. 30 F.LE.4 (3B) simple equations using the definition of logarithm and properties. 31 F.LE.4 (3B) advanced equations using the definition of logarithm and properties. 5 P a g e A L G E B R A I I C U R R I C U L U M

6 February F.LE.4 (3B) justify logarithms with any base. 2 F.LE.4 (3B) equations of the form log(x) = log(y) by equating X = Y. 5 DOQ 10A 12 F.BF.4.a (3C) understand that the logarithm function base b and the exponential function base b are inverse functions. 6 F.IF.4(3C) work with and interpret logarithms with irrational values in preparation for graphing functions. 13 F.BF.3 (3C) the transformations of the graphs of functions. 7 F.IF.7.e (3C) the graphs of the functions f(x) = log(x), g(x) = log2(x), and h(x) = ln(x). 14 F.BF.3 (3C) describe the transformations of the graphs of functions. 8 F.IF.7.e (3C) graph the functions f(x) = log(x), g(x) = log2(x), and h(x) = ln(x) by hand and identify key features of the graphs of functions. 15 F.IF.7.e (3C) graph the natural logarithm function and understand its relationship to other base b logarithm functions. 9 F.IF.4(3C) compare the geometric relationship of the graph of an exponential function to the graph of its corresponding function. 16 F.IF.7.e (3C) apply transformations to sketch the graph of natural logarithm functions by hand. 19 Martin Luther King Jr. Day 26 A.REI.11 (3D) 20 DOQ 11A Algebra 2 27 F.BF.2 (3D) 21 F.IF.8.b (3D) use exponents to interpret expressions for exponential functions 28 F.BF.2 (3D) 22 F.LE.4 (3D) applying properties of logarithms to solve exponential equations. 23 F.LE.4 (3D) apply logarithms to solve exponential equations. relate solutions to f(x) = g(x) to the intersection point(s) on the graphs of y = f(x) and y = g(x) in the case where f and g are constant or exponential functions geometric sequences use geometric sequences to model situations of exponential growth 6 P a g e A L G E B R A I I C U R R I C U L U M

7 March F.BF.2 (3D) 2 F.BF.2 (3D) 5 F.BF.2 (3D) develop a general growth/decay rate formula in the context of compound interest. 6 F.BF.2 (3D) compute future values of investments with continually compounding interest rates 7 F.BF.2 (3D) create exponential functions to model real-world situations. use geometric sequences to model situations of exponential decay. 8 DOQ 12A write geometric sequences explicitly and recursively and translate between the two forms. 9 A.SSE.4 (3E) derive the sum of a finite geometric series formula. 12 F.IF.9 (3E) apply the sum of a finite geometric series formula to a structured savings plan. 19 S.IC.1 (4A) understand that There are both advantages and disadvantages with each sampling method S.ID.3 (4B) 13 F.IF.9 (3E) compare payment strategies for a decreasing credit card balance. 20 S.IC.1 (4A) learn to take different types of samples 27 S.ID. 3 (4B) 14 F.IF.9 (3E) apply the sum of a finite geometric series formula to a decreasing balance on a credit card. 21 S.IC.1 (4A) Distinguish between numerical and categorical data 28 S.ID. 3 (4B) 15 President s Day- District Holiday 22 S.IC.1 (4A) characterize the different methods for gathering data about a population DOQ 13A 23 Professional Development Day 30 Good Friday be the idea that the shape of data distributions can be characterized by their shape, center, and spread learn that The rule can be used to approximate probabilities for normal distribution use The rule to approximate probabilities for normal distribution DOQ 14A Algebra 2 7 P a g e A L G E B R A I I C U R R I C U L U M

8 April District Holiday 3 schools closed 4 Schools Closed 5 schools Closed 6 Schools closed 9 S.ID.4 (4B) Describe the shape of a data distribution 10 S.ID.4 (4B) Student will learn that the standard deviation and interquartile range can be used to quantify the spread of a data distribution 11 S.ID.4 (4B) Use standard deviation and interquartile range to quantify the spread of a data distribution 12 S.ID.4 (4B) find the percentages of data and the probability of events associated with normal distributions 13 S.ID.4 (4B) find the percentages of data and the probability of events associated with normal distributions 16 S.IC.2 (4C) create A probability distribution is a data distribution that gives the probabilities of the values of a random variable 17 S.IC.2 (4C) Student will show that a simulation can be used to approximate the values for a probability distribution 18 S.IC.2 (4C) Create the graph of a probability distribution 19 S.IC.2 (4C) decide whether a model is consistent with the results of a simulation 20 DOQ 15A Algebra pm dismissal for all staff PD for High School P/T conference Family and elementary schools 30 S.CP.9 (4D) Construct a Venn diagram to find the union, intersection or complement of events 24 1pm dismissal for all staff PD for family and elementary schools P/T conference for High School 25 S.CP.1 (4D) Find the theoretical probability of random phenomena 26 S.CP.9 (4D) Describe the union of two or more events as a subset of a sample space using characteristics of the outcomes 27 S.CP.9 (4D) Describe the intersection of two or more events as a subset of a sample space 8 P a g e A L G E B R A I I C U R R I C U L U M

9 May S.CP.9 (4D) Determine when a problem requires permutations and when it requires combinations 2 S.CP.9 (4D) Solve problems involving permutations and combinations 3 S.CP.9 (4D) Solve problems involving permutations and combinations With real world context 4 S.CP.9 (4D) Create problems involving permutations and combinations With real world context 7 STEAM Project 8 STEAM Project 9 STEAM Project 10 STEAM Project 11 STEAM Project 14 STEAM Project 15 STEAM Project 16 STEAM Project 17 STEAM Project 18 STEAM Project 21 STEAM Project 22 STEAM Project 23 STEAM Project 24 STEAM Project 25 STEAM Project 28 STEAM Project 29 STEAM Project 30 STEAM Project 31 STEAM Project 9 P a g e A L G E B R A I I C U R R I C U L U M

10 June STEAM Project 4 STEAM Project 5 STEAM Project 6 STEAM Project 7 STEAM Project 8 STEAM Project 11 STEAM Project 12 STEAM Project 13 STEAM Project 14 STEAM Project 15 Last Day of School P a g e A L G E B R A I I C U R R I C U L U M