Algebra II Syllabus 2012-13

Grand Rapids Public Schools Algebra II 2011 DRAFT 8/23/11
- 1 -

Algebra II
Course Code: MA 311/321
Length of Course: 2 Semesters

Description
The increasing use of quantitative methods in all disciplines has made algebra the fundamental tool for mathematical
applications. The goal of Algebra II is to build upon concepts taught in Algebra I and Geometry while adding new
concepts to the students repertoire of mathematics, including technology. Students will develop an understanding that
algebraic thinking is an accessible and powerful tool that can be used to model and solve real-world problems involving
the workplace, the sciences, technology, engineering, and mathematics.

Objectives
All students will:
- Select and use appropriate statistical methods to collect, organize, display, and analyze data
- Calculate and interpret measures of center and variation
- Explain the concept of distribution, describe characteristics of the normal distribution
- Understand and apply basic concepts of probability
- Demonstrate understanding of the symbolic forms that characterize each family of functions
- Recognize and analyze the graphs of linear, quadratic, polynomial, power, exponential, logarithmic, rational, and
trigonometric functions
- Model real-world situations using families of functions
- Identify and evaluate polynomials
- Classify polynomials and describe important features of the polynomial graphs
- Identify, write equations, and draw graphs of parabolas, circles, and ellipses
- Find the nth term in a sequences
- Recognize and apply arithmetic and geometric sequences
- Compute sums of finite arithmetic and geometric sequences
- Use the unit circle to define sine and cosine and find landmark values
- Understand why trigonometric functions are periodic
- Graph transformations of basic trigonometric functions
- Demonstrate mathematical proficiency through the 8 standards for mathematical practice
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others
4. 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

Textbook
Discovering Advanced Algebra, Key Curriculum Press, 2010
The lessons in chapter 0 are optional and can be done at any time during the year. They can be left as standing lessons
plans for substitute teachers. In the Discovering Advanced Algebra book, all of the Explorations lessons are optional
unless otherwise stated. The Take Another Look lessons at the end of each chapter are not review, but meant to be
extensions, and would be appropriate for STEM or honors classes.
- 2 -

Met Standards
9.12.CT.1 Use digital resources (e.g., educational software, simulations, models) for
problem solving and independent learning.
9.12.CC.2 Use available technologies (e.g., desktop conferencing, e-mail, video
conferencing, instant messaging) to communicate with others on a class
assignment or project.
9.12.CC.3 Collaborate in content-related projects that integrate a variety of media (e.g.,
print, audio, video, graphic, simulations, and models)
9.12.CC.4 Plan and implement a collaborative project using telecommunications tools
(e.g., ePals, discussion boards, online groups, interactive websites, video
conferencing)

In order to meet the MET standards in mathematics teachers will need to supplement lessons with online
experiences for students to practice with applets, online interactive activities, communication mediums such as
email, forums, and discussion boards.

Technology and Other Resources
Graphing Calculators, TI-84 or higher with overhead screen
Document cameras with projectors
Interactive white boards
Laptop carts
Geometers Sketchpad

Grading Procedure and Scale 70% - 30%
Performance: (Assessment of understanding and knowledge of concepts)
District Common Assessments (DA): 40%
Teacher Created Assessments (TCA): 30% (summative quizzes, tests, projects)

Participation and Practice 30%

Grading Scale
A+ Exemplary Level of Performance
93 100 A Outstanding level of
performance 90 92 A-
87 89 B+
High level of performance 83 86 B
80 82 B-
77 79 C+
Acceptable level of
performance
73 76 C
70 72 C-
67 69 D+
Minimal level of performance 63 66 D
60 62 D-
0 59 E Unacceptable level of performance

- 3 -
Assessments
Required for each unit
- Common assessment
- Other teacher created assessments
- Formative assessments
- Mathematical Tasks as appropriate
End of Semester Common Exam

Options for Literacy Strategies
- Thinking Maps
- SIOP
- Marzanos vocabulary strategies
- SQ3R
- Reflection strategy: RAFT, Writing to Learn

Teacher and Student Action for Standards for Mathematical Practice
Make Sense Of Problems And Persevere In Solving Them
Student Actions
- Seek and communicate entry points or representations for the problem
- Communicate observed relationships and constraints
- Build a solution plan on observed relationships
- Monitor and evaluate own work, and may report a change of strategy or perspective
- In examining a proposed solution, ask, 'Does this make sense?'
Teacher Actions
- Monitor students thinking and processes to provide scaffolding for students conjectures and plans.
- In summary presentations, require student justifications and reasonableness, and seek alternative solutions
Construct Viable Arguments And Critique The Reasoning Of Others
Student Actions
- While completing an investigation, analyze situations and make or explore conjectures
- Build a logical progression of statements to justify a conjecture or present a counterexample
- Listen to or read the arguments of others and ask questions for clarification
- While completing an investigation, analyze other students arguments
- Reason inductively about data presented in context, making plausible arguments
Teacher Actions
- Help students make connections between problem setting and symbolic representations
Model With Mathematics
Student Actions
- Apply prior contextual and mathematical knowledge to solve real-world problems
- Display relationships among important quantities using tools such as diagrams, graphs, tables, and/or formulas
- To make sense of Investigations, explore a simpler real-life scenario by making assumptions and using approximations
- Make sense of an answer according to the context of the problem
Teacher Actions
- During real world Investigations, engage students in recognizing important quantities and exploring ways to represent mathematical
relationships
- Facilitate discourse around student conjectures about relations and arguments supporting varied modeling representations
Use Appropriate Tools Strategically
Student Actions
- Select a specific tool, such as Sketchpad, patty paper, or Fathom, with an intended use in investigating a problem or deepening conceptual
understanding
- Show proficiency in the interpretation and use of the results from employing tools (e.g., visualization; interpretation of graphic, tabular, or
symbolic displays)
- Demonstrate increased concept understanding or problem solutions obtained through the use of a tool, as well as knowledge of the
limitations of that tool
Teacher Actions
- Encourage student to consider particular tools in exploring a problem or extending a concept
- Challenge or probe student decisions on the consequences of using chosen math tools for a given task
- 4 -
Algebra 2 Curriculum Map
Unit of Study Instructional Materials Big Ideas Pacing
Unit 1
Describing Data
Discovering Advanced Algebra
Chapter 2: All Sections
Data are gathered, displayed, summarized, examined, and interpreted to discover
patterns and deviations from patterns. Quantitative data can be described in terms of
key characteristics: measures of shape, center, and spread.
Focus Lesson 2.2

2 weeks
Unit 2
Probability and
Applications of Statistics
Chapter 10: 10.1 10.4
Chapter 11: 11.1 11.5
Probability and Statistics are used to make educated predictions.
Focus Lessons 10.1 and 11.1

4 weeks
Unit 3
Sequences
Chapter 1: 1.1, 1.2, and 1.4
Discovering patterns and representing them in sequences of numbers is important for
laying the groundwork for the study of linear and exponential functions.
Focus Lesson 1.1 & Illuminations Lessons.

1 week
Unit 4
Linear Models and
Systems
Chapter 3: All Sections but skip
3.4 and 3.5
Real world data can be represented by linear equations and systems of linear equations
which can be solved graphically and algebraically. Focus Lesson 3.3 & Illuminations
Lesson

3 weeks
Unit 5
Functions, Relations, and
Transformations
Chapter 4: Skip 4.8
Functions describe situations where one quantity determines another and they are
frequently used in modeling real world data.
Focus Lesson 4.3 & Illuminations Lesson

4 weeks
Unit 6
Exponential, Power, and
Logarithmic Functions


Exponential and logarithmic functions model many scientific phenomena. Exponential
functions grow at a constant percent rate and eventually exceed a quantity increasing
linearly or quadratically.
Focus Lesson 5.1 & Illuminations Lessons

3 weeks
Unit 7
Quadratic and Other
Polynomial Functions
Polynomial functions are classified according to the number of terms and the degree of
the polynomial which have implications for the properties of their graphs. Many
situations can be modeled using quadratic and other polynomial functions making them
useful for real-life applications.
Focus Lesson 7.2 & Illuminations Lessons
Supplement with solving equations with polynomials, operations with polynomials for
A-APR # 1

3-4 weeks
Unit 8
Conic Sections and
Rational Functions
Chapter 8: Skipping 8.4 and 8.5
Two-dimensional cross sections of double cones are categorized as one of the
four conic sections. The parent rational function is one of these, a hyperbola.
Rational functions model real-world problems.
Focus Lesson 8.6 & Illuminations Lesson

3 weeks
Unit 9
Series
Chapter 9.1-9.3
Series are the sums of arithmetic and geometric sequences and can be used to solve real
world problems.
No Focus Lesson

1 week
Unit 10
Trigonometry
Chapter 12: 12.1 12.4
Chapter 13: 13.1 13.6 Omit 13.4
Trigonometry is based on properties of similar triangles and can be used to model real-
world problems.
No Focus Lesson & Two Illuminations Lessons

4 weeks
- 5 -
Unit 1: Describing Data

Big Ideas: Data are gathered, displayed, summarized, examined, and interpreted to discover patterns and
deviations from patterns. Quantitative data can be described in terms of key characteristics: measures of
shape, center, and spread.

Essential Questions:
- How can measures of central tendency and measures of spread be used to describe key
characteristics of data?
- How can graphical representations of data assist in statistical analysis and how do we determine
which representation is most helpful for a data set?

Learning Outcomes:
- Box and whisker plots show the quartiles of the ranked data and the outliers.
- You can ensure that the smaller the dispersion, the more precise the data. Scientists, engineers and
machinists look for tight data as an indication that their processes are good.
- Histograms give a visual of the shape and spread of a data set.
- Percentile ranks help identify where particular data point lie relative to the whole set.
Instructional Notes: The exploration in Chapter 2 fits in with the attend to precision math practice
standard. Teachers may choose to do this if time permits.

Main Topics
Box plots (DAA 2.1)
Measures of spread (DAA 2.2) Focus Lesson 2.2
Histograms and percentile ranks (DAA 2.3)
Learning Outcomes: ASW
S.ID.1
Represent data with plots on the real number line (dot plots, histograms, and box plots). (2.1, 2.3)
S.ID.2
Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and
spread (interquartile range, standard deviation) of two or more different data sets. (2.2)
S.ID.3
Interpret differences in shape, center, and spread in the context of the data sets, accounting for
possible effects of extreme data points (outliers). (2.1, 2.2, 2.3)
MET Standard
Standard Explanation & Activities
9.12.CT.1 Use digital resources (e.g., educational software, simulations, models) for problem solving and
independent learning.
- Focus Lesson 2.2 explores the concept of standard deviation with the use of data and a
graphing calculator

- 6 -
Unit 2: Probability and Applications of Statistics

Big Ideas: Probability and Statistics are used to make educated predictions.

- When would you use Theoretical probability and Experimental probability?
- How can a tree diagram help you when exploring probability?
- How can geometric probability help you in real life situations?
- How can you identify studies that are reliable?
- Which indication would be more reliable - causation or association? Why?
- How is sample statistic and population parameter important in a study?

Learning Outcomes:
- Theoretical probability is the likelihood that an event will occur. Even though no particular
outcome of a random process is predictable, probabilities can be associated with outcomes to
make overall predictions.
- The probability of an event can be discovered by observing the results of a large number of
repetitions of the situation in which the event may occur.
- Performing trials and recording the ratio of the number of occurrences of the event to the number
of trials is the experimental probability.
- A tree diagram allows for breaking down events into independent stages so that the multiplication
rule applies.
- Events that cannot occur together are mutually exclusive while inclusive events can happen at the
same time. Mutually exclusive events are solved by adding the probability of each event.
Inclusive events are solved by adding the probability of each and subtracting the probability of the
overlap.
- Independent events do not affect each other while dependent events do. Dependent and
Independent events are solved by multiplying the probability of each event.
- Various types of studies have different advantages and disadvantages. To determine the validity
of the results presented, you need to know what kind of method was used and how it was
implemented.
- When doing a study, it is important to know if a sample represents the population.
- Normal data centers around a mean and falls within +/- 3 standard deviations. We use the area
under a normal curve to approximate probabilities.
- Z-values determine how many standard deviations a variable is from the mean. Confidence
intervals can be used to make predictions about the population mean.
- Bivariate sampling allows us to make predictions about one characteristic from knowledge of
another. The correlation coefficient indicates how strong the association between the samples is.
- It is important to know if one variable causes another or if they are both caused by something else.

- 7 -

Main Topics
Focus Lesson: Randomness and probability (DAA 10.1)
Counting outcomes and tree diagrams (DAA 10.2)
Mutually exclusive events and Venn diagrams (DAA 10.3)
Focus Lesson: Experimental design (DAA 11.1)
Probability distributions (DAA 11.2)
Normal distributions (DAA 11.3)
Z-values and confidence intervals (DAA 11.4)
Bivariate data and correlation (DAA 11.5)
Chapter project Correlation vs. Causation in 11.5
Common Core State Standards: ASW
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). (10.3)
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.
(10.2)
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. (10.2, 10.3)
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. (10.2 #16)
S.CP.5 Recognize and explain the concepts of conditional probability and independence in everyday
language and everyday situations. (10.2, 10.3)
S.CP.6 Find the conditional probability of A given B as the fraction of Bs outcomes that also belong to A
and interpret the answer in terms of the model. (10.2, 10.3)
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. (10.3)
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. (11.2,
11.3, 11.4)
S.ID.8 Compute (using technology) and interpret the correlation coefficient of a linear fit. (11.5)
S.ID.9 Distinguish between correlation and causation (11.5)
S.IC.1 Understand that statistics is a process for making inferen.ces about population parameters based on a
random sample from that population. (11.1, 11.2)
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? (10.1, 10.4)
S.IC.3 Recognize the purposes of and differences among sample surveys, experiments and observational
studies; explain how randomization relates to each. (11.1)
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. (11.4)
S.IC.5 Use data from a randomized experiment to compare two treatments; use simulations to decide if
differences between parameters are significant. (11.2)
S.IC.6 Evaluate reports based on data. (Chapter 11 projects: Correlation vs. Causation)
Met Standards Standard Explanation & Activities
9.12.CT.1 Use digital resources (e.g., educational software, simulations, models) for problem solving and
- Stick or Switch: Students explore probability through examining the Famous "Monty Hall
Problem" Lesson can be found at http://illuminations.nctm.org/LessonDetail.aspx?id=L377

- 8 -
Instructional Notes: Sections 10.1 to 10.3 & 11.1 to 11.5 need to be covered. Chapter 11 project
Correlation vs. causation is required to meet standard S.ID.9.

STEM courses may want to do sections 10.4 to 10.7 if they are not included in the 4
th
year math class.
- 9 -

Unit 3: Sequences

Big Ideas: Discovering patterns and representing them in sequences of numbers is important for laying
the groundwork for the study of linear and exponential functions.

- How can sequences be used to model data?
- How can sequences be used to predict future trends?

Learning Outcomes:
- Recursive sequences are generated with a starting point and a designation of how to operate on
any number to get the next number in the sequence.
- An arithmetic sequence is a list of numbers with a common difference. A geometric sequence is a
list of numbers with a common ratio.
- Geometric sequences can be either decreasing, in which case they represent decay, or increasing,
representing growth.
- A sequence that does not end approaches a value called a limit.
- The graph of an arithmetic sequence is linear and the graph of a geometric sequence is almost
always curved.
- Shifted geometric sequences can describe loans and investments with regular payments or deposits
of a fixed amount.

Main Topics
Focus Lesson: Recursively defined sequences (DAA 1.1)
Modeling growth and decay (DAA 1.2)
A first look at limits (DAA 1.3)
Graphing sequences (DAA 1.4)
Loans and investments (DAA 1.5)
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.(1.1, 1.2, 1.5 )
A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations
on coordinate axes with labels and scales. (1.1, 1.2, 1.4, 1.5 )
A.REI.10
Understand that the graph of an equation in two variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could be a line). (1.4, 1.5)
F.IF.3
Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the
integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) +
f(n-1) for n 1. (1.1, 1.2)
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. (1.1,
1.2, 1.4, 1.5)
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. (1.1, 1.2, 1.3, 1.4, 1.5)
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). (1.1, 1.2,
- 10 -
1.3, 1.4, 1.5)
F.LE.3
Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity
increasing linearly, quadratically, or (more generally) as a polynomial function. (1.4)
Met
Standards
9.12.CT.1 9.12.CT.1 Use digital resources (e.g., educational software, simulations, models) for problem solving and
- Eliminating Medicine from your body. This three-part example illustrates the use of iteration,
recursion, and algebra to model and analyze the changing amount of medicine in an athlete's
body. This example is adapted from High School Mathematics at Work, a publication from the
National Research Council (1998, p. 80). These activities allow high school students to study
modeling in greater depth, as described in the Algebra Standard.
Lesson can be found at http://www.nctm.org/standards/content.aspx?id=26889
- Focus Investigation 1.1 is recommended to be worked through together using either a graphing
calculator or an excel spreadsheet.

Instructional Notes: Chapter 1 on sequences formalizes recursion and is introduced as the building
blocks for functions. Section 1.2 uses motion detectors but sample data can be found in the investigation
worksheets.
- 11 -
Unit 4: Linear Models and Systems

Big Ideas: Real world data can be represented by linear equations and systems of linear equations which
can be solved graphically and algebraically.

- How can linear functions and linear systems be used to model real world problems?
- How can systems of linear equations show trends over a period of time in a real world situation?

Learning Outcomes:
- Recursive notation shows what happens to the previous term, while explicit notation determines
the nth term.
- Change at a constant rate can be represented by a straight line graph whose slope, b, gives the rate
and whose y-intercept, a, gives the initial value. The linear equation with intercept form, y = a +
bx, has the independent variable, x, and the dependent variable, y.
- Lines of fit for data sets help you make predictions through extrapolation or interpolation. If you
know two points on a line or in a data set, you can find an equation for the line in point-slope form
without finding the y-intercept.
- Residuals, the vertical differences between the points in the data set and the points generated by
the line of best fit, are an excellent way to evaluate how accurately the model describes the data.
- Some situations can be modeled with a system of equations. Solutions to systems of two linear
equations can be approximated by seeing where the equations graphs intersect or by making
tables.
- The substitution and elimination methods are two algebraic ways to solve systems. To use the
substitution method, one equation must be solved for a variable. To use the elimination method,
both equations must be in standard form.

Instructional Notes: Section 3.2 is a fun lesson that uses motion detectors and will likely take an entire class
period. Section 3.4 is not in the standards and should be skipped, while 3.5 is considered optional. The Exploration
in this chapter can be skipped and requires Fathom, which is software that you may or may not have access to.

Main Topics
Linear equations and arithmetic sequences (DAA 3.1)
Revisiting slope (DAA 3.2)
Focus Lesson: Fitting a line to data (DAA 3.3)
Prediction and accuracy (DAA 3.5)
Linear systems (DAA 3.6)
Substitution and elimination (DAA 3.7)
A.SSE.
1
Interpret expressions that represent a quantity in terms of its context.
a. Interpret parts of an expression, such as terms, factors, and coefficients. (3.2, 3.3)
A.REI.5 Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and
a multiple of the other produces a system with the same solutions. (3.7)
A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear
equations in two variables. (3.6)
- 12 -

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. (3.6)
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.(3.1, 3.2)
A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on
coordinate axes with labels and scales. (3.1, 3.3)
A.CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For
example, rearrange Ohms law V = IR to highlight resistance R. (3.7)
F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For
example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the
positive integers would be an appropriate domain for the function. (3.2)
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. (3.1, 3.2)
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. (3.3, 3.6)
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. (3.1)
Met
Standards
9.12.CT.1 Use digital resources (e.g., educational software, simulations, models) for problem solving and independent
learning.
- Exploring Linear Data, three activities where students find the line of best fit for a given set of data.
Lesson can be found at http://illuminations.nctm.org/LessonDetail.aspx?id=L298
- Focus Investigation 3.3 can be done with a graphing calculator to find the line of best fit.

- 13 -
Unit 5: Functions, Relations, and Transformations

Big Ideas: Functions describe situations where one quantity determines another and they are frequently
used in modeling real world data.

- What determines whether or not a relationship between two variables defines a function?
- What properties are common to different families of functions?
- How do changes in the function rule affect the graph and other representations?

Learning Outcomes:
- Graphs can represent many aspects of real world situations.
- A function is a relationship between two sets, called the domain and range of the function, such
that every element of the domain is associated with one and only one element of the range. The
domain is a set of input values, and the range is the set of output values.
- A graph represents a function if and only if no vertical line through the graph intersects it at no
more than one point.
- A translation is a transformation in which the figure is moved in the plane horizontally, vertically,
or both without changing size, shape, or orientation, by adding to the x or y coordinates.
- When the graph of the quadratic equation
2
y x = is translated to put its vertex at (h, k), the
equation becomes
2
( ) y x h k = + .
- A dilation is a transformation that expands or compresses a graph either horizontally or vertically.
Given the graph of y = f(x), the graph of y = af(x), where the dilation factor is applied outside the
function, then a vertical dilation by a factor of a occurs. Given the graph of y = f(x), the graph of
y = f(bx), where the dilation factor is applied inside the function, then a horizontal dilation by a
factor of b occurs.
- Any dilation of a circle is an ellipse, unless you dilate both axes the same amount.
- The composition of two functions creates a new function where the output of the first function is
the input of the second.
Instructional Notes: Chapter 4 is an extremely important building block for the rest of the material in
Algebra 2. It is recommended that extra time should be given for each lesson in this unit so that students
understand the material really well. Section 4.3 uses motion detectors.

Main Topics
Interpreting graphs (DAA 4.1)
Function notation (DAA 4.2)
Lines in motion (DAA 4.3)
Translations and the quadratic family (DAA 4.4)
Reflections and the square root family (DAA 4.5)
Dilations and the absolute value family (DAA 4.6)
Transformations and the circle family (DAA 4.7)
Compositions of functions (DAA 4.8)
A.SSE.1

b. 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. (4.7)
A.REI.2 Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions
may arise. (4.5)
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
- 14 -
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. (4.6 and 4.7)
example, rearrange Ohms law V = IR to highlight resistance R.(4.5)
F.BF.1 Write a function that describes a relationship between two quantities.
b. Combine standard function types using arithmetic operations. (4.8)
F.IF.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element
of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes
the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). (4.2)
F.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function
notation in terms of a context. (4.2)
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. (4.1)
F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For
example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the
positive integers would be an appropriate domain for the function.(4.8)
F.IF.7

value functions. (4.5, 4.6)
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.(4.4)
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. (4.4, 4.5, 4.6, and 4.7)
Met
Standards
9.12.CT.1 Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning.
- Focus Investigation 4.3 uses motion detectors (CBRs) to help students explore the effects of the slope and
translating functions.
- Domain Representations: Students use graphs, tables, number lines, verbal descriptions, and symbols to
represent the domain of various functions. Lesson can be found at
http://illuminations.nctm.org/LessonDetail.aspx?id=L621

- 15 -
Unit 6: Exponential, Power, and Logarithmic Functions

Big Ideas: Exponential and logarithmic functions model many scientific phenomena. Exponential functions grow
at a constant percent rate and eventually exceed a quantity increasing linearly or quadratically.

- What are the components of a situation that grows or decays by a constant percentage?
- What are the key features of an exponential growth or decay function and how do they compare to other
functions?
- How is a power function different from an exponential function?
- What is the inverse of an exponential function and how is it used?

Learning Outcomes:
- Exponential equations of the form
x
b a y = , which model growth and decay situations, have an initial
value, a, and a multiplier/growth factor, b, which is the base of an exponent.
- When multiplying like bases, add the exponents, when you raise a power to a power or a fraction to a
power, multiply the exponents. When a fraction is raised to a power, both the numerator and the
denominator are raised to that power.
- When dividing powers with like bases we subtract the exponents, that is take the exponent of the numerator
and subtract the exponent of the denominator from it.
- A negative exponent can be changed to a positive exponent by taking the reciprocal of the base making the
exponent positive.
- Rational exponents can be expressed radically:
m
n
m n
a a =
- If you flip the (x, y) coordinate in a function, you get its inverse.
- Logarithms are the inverses of exponentials and are used to determine the value of missing exponents.
- y b
x
= is equivalent to y x
b
log = .
- Product, quotient and power properties of logarithms are similar to those of exponents. Logarithmic
properties and can be used to simplify and expand logarithmic expressions.
Main Topics
Exponential functions (DAA 5.1)Focus Investigation
Properties of exponents and power functions (DAA 5.2)
Rational exponents and roots (DAA 5.3)
Applications of exponential and power equations (DAA 5.4)
Building inverses of a function (DAA 5.5)
Logarithmic functions (DAA 5.6)
Properties of logarithms (DAA 5.7)
Applications of logarithms (DAA 5.8)
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) as the cube root of 5because we want (5^(1/3))^3=5^((1/3)*3) to hold, so (5^(1/3))^3 must equal
5. (5.3)
A.SSE.1

a. Interpret parts of an expression, such as terms, factors, and coefficients. (5.1, 5.4 and 5.8)
b. 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. (5.8)
A.SSE.2 Use the structure of an expression to identify ways to rewrite it. For example, see x4 y4 as (x2)2 (y2)2, thus
recognizing it as a difference of squares that can be factored as (x2 y2)(x2 + y2). (5.7)
- 16 -
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. (5.6)
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.(5.1, 5.6)
coordinate axes with labels and scales. (5.1 and 5.6)
example, rearrange Ohms law V = IR to highlight resistance R. (5.3 and 5.5)
F.IF.7

value functions. (5.2, 5.3, 5.4)
e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and
trigonometric functions, showing period, midline, and amplitude. (5.1, 5.4, 5.5, 5.6)
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. (5.1, 5.4)
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.(5.1)
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. (5.4)
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. (5.1)
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 x3 for x > 0 or f(x) = (x+1)/(x1) for x 1. (5.5)
F.LE.4 For exponential models, express as a logarithm the solution to abct = d where a, c,
and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.(5.6, 5.7, 5.8)
Met
Standards
learning.
- Logarithms Demystified, a lesson on discovering the properties of logarithms using a calculator.
Lesson can be found at http://illuminations.nctm.org/LessonDetail.aspx?id=L817
- Predicting your financial future, a lesson on compound interest for both investing and using credit
cards. Lesson can be found at http://illuminations.nctm.org/LessonDetail.aspx?id=L761

Instructional Notes: This chapter connects geometric sequences to exponential functions. There is a
great deal of algebra in the chapter and additional days should be planned for skills practice.

Chapter 6 on matrices and linear systems cover STEM standards in the Common Core.
- 17 -
Unit 7: Quadratic and Other Polynomial Functions

Big Ideas: Polynomial functions are classified according to the number of terms and the degree of the polynomial which have
implications for the properties of their graphs. Many situations can be modeled using quadratic and other polynomial functions making
them useful for real-life applications.

- What determines the shape of the graph for polynomial functions and how are they classified?
- What methods can be used to solve quadratic and other polynomial equations and how is the solution(s)
represented on the graph?
- How do we manipulate algebraic equations that have no solutions?

Learning Outcomes:
- The coefficient and degree of the leading term of an equation in standard form determines the shape of the graph. The degree
and number of terms determines the classification of the polynomial.
- If the second difference is constant, the function is quadratic; if the third difference is constant, the function is cubic, and so on.
- A quadratic function can be represented in three forms, general, vertex, and factored.
- Completing the square creates a perfect square trinomial which is factorable into vertex form k h x a x f + =
2
) ( ) ( .
- The quadratic formula,
2
4
2
b b ac
x
a

= , can be used to solve any quadratic equation that is in standard form. The
formula is derived from completing the square.
- The square root of negative one is i (the imaginary number) and 1
2
= i . Expressions with i can be bmanipulated similar to
expressions with variables.
- Complex numbers consist of real numbers, imaginary numbers, and their sums. (a +bi) We can solve quadratic equations with
no real solutions by using complex numbers.
- If an equation is in factored form, the zero product property can be used to find solutions.
- For all polynomial functions, x r is a factor if and only if r is a zero.
- Local extrema (max and min), intervals of increase and decrease, and end behavior are features of graphs of polynomials.
- Polynomials can be divided using long or synthetic division to determine factors and remainders. Synthetic division is an
algorithm for dividing by a linear factor with the variables removed.
- The factor theorem: If x-r is a factor of a polynomial then 0 ) ( = r p .
- 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).

Instructional Notes: Section 7.2 will likely take several days. The Practice Your Skills is a good resource here. Standard
A.APR.1 is covered somewhat in Chapter 7 Refreshing your skills but teachers may want to supplement that further. In section
7.8, the Rational Root Theorem need not be covered. The remainder theorem is in A.APR.2 and teachers should supplement
the text to cover that standard.

Main Topics
Chapter 7 Refreshing your Skills
Polynomial degree and finite differences (DAA 7.1)
Equivalent quadratic forms (DAA 7.2)
Completing the square (DAA 7.3)
The quadratic formula (DAA 7.4)
Complex numbers (DAA 7.5)
Factoring polynomials (DAA 7.6)
Higher degree polynomials (DAA 7.7)
More about finding solutions, division of polynomials (DAA 7.8)
N.CN.1 Know there is a complex number I such that i2 = 1, and every complex number has the form a + bi with a and b real. (7.5)
- 18 -

N.CN.2
Use the relation i2 = 1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex
numbers. (7.5)
N.CN.7 Solve quadratic equations with real coefficients that have complex solutions. (7.5)
A.SSE.1

a. Interpret parts of an expression, such as terms, factors, and coefficients. (7.2)
b. 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. (7.7)
A.SSE.2 Use the structure of an expression to identify ways to rewrite it. For example, see x4 y4 as (x2)2 (y2)2, thus recognizing
it as a difference of squares that can be factored as (x2 y2)(x2 + y2). (7.2, 7.8)
A.SSE.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the
expression.
a. Factor a quadratic expression to reveal the zeros of the function it defines. (7.2, 7.6)
b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines 7.3
A.REI.4 Solve quadratic equations in one variable.
a. 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. (7.3, 7.4)
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. (7.2, 7.3, 7.4, 7.5, 7.6)
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. (Chapter 7 Refreshing your skills)
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). (7.8)
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. (7.6 and 7.7)
A.APR.4 Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x2 +
y2)2 = (x2 y2)2 + (2xy)2 can be used to generate Pythagorean triples. (7.3, 7.8)
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. (7.8)
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. (7.2)
A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes
with labels and scales. (7.2)
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. (7.2, 7.3, 7.7)
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. (7.2, 7.6, 7.7)
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. (7.2,7.3)
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.(7.2)
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.
(7.6)
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 x3 for x > 0 or f(x) = (x+1)/(x1) for x 1. (7.4, 7.6, 7.8)
Met
Standards
learning.
- Building Connections, 3 small lessons to help with making connections between polynomials Lesson
can be found at http://illuminations.nctm.org/LessonDetail.aspx?id=L282
- Hanging Chains, a lesson on determining an equation of a parabola. Lesson can be found at
- 19 -
Unit 8: Conic Sections and Rational Functions

Big Ideas: Two-dimensional cross sections of double cones are categorized as one of the four conic sections. The parent
rational function is one of these, a hyperbola. Rational functions model real-world problems.

- What are the four possible ways that a double cone and a plane can intersect?
- What do the graphs of rational functions look like and how are they different from other
functions we have studied?
- How can rational functions be used to model real world data?

Learning Outcomes:
- The distance formula is derived from the Pythagorean Theorem.
- Circles, ellipses, parabolas, and hyperbolas are intersections of cones with planes.
- A circle is a set of points equidistant from one fixed point.
- An ellipse is a set of points having the same sum of distances from two fixed points.
- A parabola is set of points equidistant from a fixed point and a fixed line.
- A hyperbola is a set of points on a plane whose distances from two fixed points have a constant difference.
- Conic sections can be put into general form,
2 2
0 Ax Bxy Cy Dx Ey F + + + + + = , by completing the
square. If B = 0, you can tell which conic section is represented.
- Rational functions are the division of polynomials. The parent function is
1
x
y = .
- Vertical asymptotes and holes in the graphs of rational functions can be found by identifying restricted
values in the domain of the function, conveniently done using the factored form of the rational expression.
- Horizontal asymptotes can be estimated by evaluating the function at very large and small numbers.
- Rules to find sums, differences, products, and quotients of rational functions are the same as they are for
fractions.

Instructional Notes: Many of the topics in this unit address STEM standards in the Common Core. If
time is an issue, those standards may be omitted.

Main Topics
Using the distance formula (DAA 8.1)
Circles and ellipses (DAA 8.2)
Parabolas (DAA 8.3)
Introduction to Rational Functions (DAA 8.6)
Graphs of Rational Functions (DAA 8.7)
Operations with Rational Functions (DAA 8.8)
G.GPE.1 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. (8.2)
G.GPE.2 Derive the equation of a parabola given a focus and directrix. (8.3)
G.GPE.3+ Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of
distances from the foci is constant. (8.2)
G.GMD.4 Identify the shapes of two-dimensional cross-sections of three dimensional objects, and identify three
dimensional objects generated by rotations of two-dimensional objects. (8.2)
A.APR.7+ Understand that rational expressions form a system analogous to the rational numbers, closed under
addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply,
and divide rational expressions. (8.8)
- 20 -
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. (8.6)
coordinate axes with labels and scales. (8.6)
A.REI.2 Solve simple rational and radical equations in one variable, and give examples showing how extraneous
solutions may arise. (8.6, 8.7)
A.SSE.1

a. Interpret parts of an expression, such as terms, factors, and coefficients. (8.6)
b. 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. (8.6)
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
positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. (8.7)
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.
+d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are
available, and showing end behavior. (8.6, 8.7)
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. (8.7)
Met
Standards
learning.
- Cutting Conics, a lesson exploration on conics with applet. Lesson can be found at

- 21 -
Unit 9: Series

Big Ideas: Series are the sums of arithmetic and geometric sequences and can be used to solve real world
problems.

- How do you add long lists of numbers efficiently?
- What types of problems can be solved using an arithmetic or geometric series?

Learning Outcomes:
- A series is a summation of terms in a sequence.
- The sum of the first n terms in an arithmetic series is |
.
|
\
| +
=
2
1 n
n
t t
n S .
- The sum of the first n terms in a geometric series is
|
|
.
|
\
|
=
r
r
t S
n
n
1
1
1
.
Instructional Notes: Teachers may want to use the Refreshing Your Skills materials on page 516 for this
unit because the groundwork for this material is laid in Chapter 1.

Main Topics
Arithmetic series (DAA 9.1)
Infinite geometric series (DAA 9.2)
Partial sums of geometric series (DAA 9.3)
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.(9.2, 9.3)

- 22 -

Unit 10: Trigonometry

Big Ideas: Trigonometry is based on properties of similar triangles and can be used to model real-world problems.

- How do Trigonometric functions help you solve real-life situations?
- How can we use Trigonometry to give us information about angles that are not 0 and 90 degrees?
- How can real-world situations be represented through trigonometric graphs and equations?

Learning Outcomes:
- Trigonometric ratios can be used to find the missing lengths or angles of right triangles. Sine = opposite
over hypotenuse, Cosine = adjacent over hypotenuse and Tangent = opposite over adjacent.
- If two parts are known, a trigonometric equation can be used to find the third. If a situation can be modeled
with a right triangle, trig ratios can be used to find missing information.
- The initial side of an angle is on the positive x axis and the terminal side is found by rotating a ray about
the origin in a counterclockwise (positive) or clockwise (negative) direction.
- You can find trig ratios of non-acute angles by using the reference angle and using the correct sign for the
quadrant.
- The unit circle (a circle centered at the origin with a radius of 1) can be used to find exact values of special
angles and their multiples.
- Sine and cosine functions are periodic and represent trips around the circle. Each cycle is congruent to the
previous wave. The tangent function is also periodic but is not continuous at the vertical asymptotes.
- Radians are a measure of length of the circumference of a circle where one rotation equals 2. To convert
radians to degrees multiply by 180/ and to convert degrees to radians multiply by /180.
- The arc length is u r s = where the central angle is measured in radians.
- Vertical stretches and compressions of sines and cosines cause amplitude changes. Tangent has no
amplitude. Horizontal translations are phase shifts which can cause the sine and cosine to coincide.
Vertical shifts change the relative maximum and minimum values. Reflections flip the function across the
midline.
- Periodic functions can model scientific phenomena.

Instructional Notes: Sections 12.1 & 12.4 need to be covered. If time allows, it is recommended that all
students learn 12.2 and 12.3 as well. However, STEM courses must cover sections 12.1 to 12.5. For
chapter 13, cover sections 13.1 to 13.3, 13.5, and in 13.6, only the Pythagorean identity is in the standards
for all students, not the reciprocal identities. Some of the other information in chapter 13 should be
covered in STEM courses.

Main Topics
Right triangle trigonometry (DAA 12.1)
Law of Sines (DAA 12.2)
Law of Cosines (DAA 12.3)
Extending trigonometry (DAA 12.4)
Defining the circular functions (DAA 13.1)
Radian measure (DAA 13.2)
Graphing trigonometric functions (DAA 13.3)
Modeling with trigonometric equations (DAA 13.5)
Fundamental trigonometric identities (DAA 13.6, Pythagorean identity only)
- 23 -
Learning Outcomes: ASW
F.TF.1 Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
(13.2)
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.
(13.1, 13.2)
F.TF.5 Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and
midline. (13.5)
F.TF.8
Prove the Pythagorean identity
2 2
sin cos 1 u u + = and use it to find sin, cos, or tan given sin, cos,
or tan and the quadrant of the angle. (13.6)
coordinate axes with labels and scales. (13.5)
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
positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. (13.3,
13.5)
F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it
describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines
in a factory, then the positive integers would be an appropriate domain for the unction.(13.1)
F.IF.7

7e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric
functions, showing period, midline, and amplitude. (13.3, 13.5)
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. (13.3)
G.SRT.11 (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right
and non right triangles.

Mets Standard Explanation & Activities
learning.
- Rolling Into Radians, lesson on collecting data as an introductory lesson on radian measure. The
lesson can be found at http://illuminations.nctm.org/LessonDetail.aspx?id=L844
- Squares on a Triangle, lesson using dynamic geometric software to discover the law of cosines.
(Two applets included) The lesson can be found at

Algebra II Syllabus 2012-13

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Algebra II Syllabus 2012-13

Caricato da

Copyright:

Formati disponibili

Grand Rapids Public Schools Algebra II 2011 DRAFT 8/23/11

Potrebbero piacerti anche