Grade: 11 Content Area: Algebra II Week Standard Key Vocabulary ...

BREATHITT COUNTY SCHOOLS—ALGEBRA II CURRICULUM

Grade: 11 Week Standard 1 2 3 4

*A.REI.3 (2 yrs), A.SSE.1, A.SSE.2, A.SSE.4

Key Vocabulary            

Algebraic Expression Order of operations term like terms equation real number properties factor coefficient polynomial difference of squares arithmetic sequence geometric sequence

Content Area: Algebra II Learning Target

Resources

I will:  Evaluate expressions.

 Glencoe Algebra 2 textbook

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Solve equations and inequalities with one variable.

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Recognize different ways to write equivalent expressions.

 Instructor created flipcharts -Unit 1: Equations and Inequalities -Beginning Bell ringers

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Find and use the arithmetic and geometric sequence formulas.

 Graphing calculators  Graphing software (VTI)  Graph paper/Poster graph paper  Promethean board Websites  discoveryeducation.com Thinklink probes  http://sbstjohn.com/QO DWebSite/act_qod.htm ACT Question of the Day for bellringers  thatquiz.org Solving Equations Practice

Assessment Formative  Observation  Bellringers - Beginning bellringers - ACT bellringers - RTI bellringers  Classroom assignments  Exit Slips  Graphing Functions Poster  FAL – Steps to Solving Equations  Formative quizzes - Order of Operations/Real number Properties Quiz - Basic Equations Quiz -RTI quiz Summative  Unit exam containing multiple choice and constructed response items  Exam 1 Equations and Inequalities

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Week Standard 5 6 7 8 9

F.IF.4, F.IF.5, F.IF.6, F.IF.7b, F.IF.e, F.IF.8, F.IF.9, F.BF.1b, F.BF.3, F.BF.4a, F.LE.4

Key Vocabulary                        

function intercepts intervals increasing decreasing positive graph negative graph relative maximum relative minimum symmetries end behavior periodicity domain quantitative rate of change square root defined function cube root defined function piecewise defined function step functions absolute value functions exponential functions logarithmic functions inverse functions exponential model

Learning Target I will:  Use the characteristics of a function to find the intercepts, increasing and decreasing intervals, positive or negative correlations, relative maximums and minimums and symmetries.  Find the domains for functions.  Find the rate of change of a function over a given interval.  Graph square root, cube root and piecewise-defined functions.  Graph exponential and logarithmic functions.  Build a function that models that models the relationship between two quantities.  Build new functions from existing functions.  Use transformations of functions to find models.  Construct and compare linear, quadratic, and exponential models to solve problems.  Solve the equation for a simple function f that has an inverse and write an expression for the inverse.

Resources  Glencoe Algebra 2 textbook  Promethean board  Instructor created flipcharts -Unit 2: Part 1 Relations and Functions -Unit 2: Part 2 Linear Equations and Inequalities - Bellringers  Graphing calculators  Graphing software (VTI)  Graph paper/Poster graph paper    

Websites discoveryeducation.com Thinklink Probes http://sbstjohn.com/QO DWebSite/act_qod.htm ACT Question of the Day for bellringers thatquiz.org Evaluating Functions Practice

Assessment Formative  Observation  Bellringers - Linear Equations Bellringers - ACT bellringers - RTI bellringers  Classroom assignments  Exit Slips  FAL – Partner Scatterplot Activity  Graphing Linear Inequalities Poster Activity  Formative Quizzes - Graphing Quiz -Slope Quiz Summative  Unit exams containing multiple choice and constructed response items  Exam 1 Relations and Functions  Exam 2 Linear Equations and Inequalities

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Week 10 11 12 13 14 15 16

Standard A.SSE.2, A.APR.1, A.APR.2, A.APR.3, A.APR.4, A.APR. 5, N.CN.1, N.CN.2, N.CN.7, N.CN.8, N.CN.9

Key Vocabulary           

system of equations Remainder Theorem zeros of polynomials operations factoring Pythagorean Triples Binomial Theorem Pascal's Triangle complex numbers (i) identities Fundamental Theorem of Algebra

Learning Target I will:  Add, subtract and multiply polynomials.  Use the Remainder Theorem on polynomials.  Identify zeros of polynomials when they can be factored.  Graph polynomials using zeros.  Use polynomial identities  Use the Binomial Theorem to expand polynomials.  Use complex numbers in the form a + bi and i² = -1.  Use the properties of equality to add, subtract and multiply complex numbers.  Extend polynomial identities.  Show that the Fundamental Theorem of Algebra is true for quadratic polynomials.

Resources  Glencoe Algebra 2 textbook  Promethean board  Instructor created flipcharts - Systems of Equations/Inequalities - Polynomials - Imaginary Numbers - Bellringers  Graph paper/Poster graph paper  Graphing calculators  Graphing software (VTI)  Video and Video Quiz from discoveryeducation.com Websites  discoveryeducation.com - Thinklink Probes - Laws of Exponents video  http://sbstjohn.com/QOD WebSite/act_qod.htm ACT Question of the Day  thatquiz.org FOIL/factoring practice

Assessment Formative  Observation  Bellringers - Quality Core Bellringers - ACT bellringers - Advanced Algebra II Bellringers  Classroom assignments  Exit Slips  Formative quizzes -Imaginary/Complex Numbers Quiz - Laws of Exponents Quiz - FOIL Quiz - Factoring Quiz - Video Quiz  Systems of Equations/ Inequalities Poster Activity Summative  Unit exams containing multiple choice and constructed response items  Exam 1 Systems of Equations and Inequalities  Exam 2 Polynomials

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Week 17 18 19 20 21

Standard A.APR.6, A.APR.7(+), A.REI.2, A.REI.11, F.IF.7

Key Vocabulary         

rational expression degree radical radical equation extraneous solutions intersection functions logarithmic functions end behavior

Learning Target I will:  Rewrite simple rational expressions in different forms.  Add, subtract, multiply and divide rational expressions.  Solve simple rational and radical equations in one variable both with and without extraneous solutions.  Solve sets of functions by graphing with technology.  Analyze functions in different ways.  Relate factored functions to their polynomial graphs.

Resources  Glencoe Algebra 2 textbook  Promethean board  Instructor created flipcharts - Radicals - Bellringers  Graphing calculators  Graphing software (VTI) Websites  discoveryeducation.com Thinklink probes Radical Video

Assessment Formative - Observation Bellringers - Quality Core Bellringers - ACT bellringers - Advanced Algebra II Bellringers - Classroom assignments - Exit Slips - Formative quizzes -Timed Quiz 1st 25 perfect squares - Logarithms Quiz Summative

 (http://sbstjohn.com/QOD WebSite/act_qod.htm ACT Question of the Day

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Unit exam containing multiple choice and constructed response items

 thatquiz.org Simplifying Radicals Practice

 Exam 1 Radicals

Fraction Operations Review (for Rational Expressions)

 Exam 2 Rational Expressions

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Week 22 23 24 25 26

Standard F.TF.1, F.TF.2, F.TF.5, F.TF.8

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Key Vocabulary

Learning Target

radian angle arc unit circle subtend trigonometric functions coordinate plane traverse periodic phenomena amplitude frequency midline Pythagorean identities proof

I will:  Use the length of the arc on a circle to find the radian measure of an angle.  Traverse the measures of angles counterclockwise around the unit circle.  Choose trigonometric functions to model periodic phenomena when given amplitude, midline and frequency.  Prove Pythagorean identities.  Use Pythagorean identity proofs to find trigonometric functions.

Resources  Glencoe Algebra 2 textbook  Promethean board  Instructor created flipcharts -Trigonometry

 Graphing calculators  Graphing software (VTI) Websites  discoveryeducation.com Thinklink Probe  http://sbstjohn.com/QODWebSite/ act_qod.htm ACT Question of the Day  thatquiz.org Trigonometry Practice  Radian activity on http://www.onlinemathlearning.com/d egrees-radians.html

Assessment Formative  Observation  Bellringers - Quality Core Bellringers - ACT bellringers - Advanced Algebra II Bellringers  Classroom assignments  Exit Slips  Formative quizzes - Conversion between radians and degrees - SOHCAHTOA Summative  Unit exam containing multiple choice and constructed response items  Exam 1 Trigonometry

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Week 27 28 29 30 31

Standard A.CED.1, A.CED.2, A.CED.3, A.CED.4

Key Vocabulary      

quantities scale constraints viable non-viable axes

Learning Target I will:  Create equations and inequalities in one variable and use them to solve problems.  Create equations in two or more variables to show relationships between quantities.  Graph equations on coordinate axes with labels and scales.  Show constraints by equations or inequalities and systems.  Interpret when solutions of equations/inequalities/systems constraints are viable or non-viable.  Solve an equation for a variable.

Resources  Glencoe Algebra 2 textbook  Instructor created flipchart - Equations and Inequalities Unit 6  Graphing calculators  Graphing software (VTI)  Promethean board  Websites  thatquiz.org Solving Equations Practice  discoveryeducation.com Thinklink Probes  http://sbstjohn.com/QO DWebSite/act_qod.htm ACT Question of the Day

Assessment Formative  Observation  Bellringers - Quality Core Bellringers - ACT bellringers - Advanced Algebra II Bellringers  Classroom assignments  Exit Slips  Formative Quizzes - Equations Quiz -Solving for a variable Quiz Summative  Unit exam containing multiple choice and constructed response items  Exam 1 Equations

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Week

Standard

Key Vocabulary

Learning Target

32 33 34 35 36

S.ID.4, S.IC.1, S.IC.2, S.IC.3, S.IC.4, S.IC.5, S.IC.6, S.MD.6(+), S.MD.7(+)

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I will:  Describe the characteristics of a normal distribution.  Use a calculator, spreadsheet, and table to estimate areas under the normal curve. Use the mean and standard deviation of a data set to fit it to a normal distribution.  Use a normal distribution to estimate population percentages.  Use various, specified data-generating processes/models  Recognize data that various models produce.  Identify data or discrepancies that provide the basis for rejecting a statistical model.  Decide if a specified model is consistent with results from a given data-generating process.  Use a simulation model to generate data for random sampling, assuming certain population parameters/ characteristics. Use data from a sample survey to estimate a population mean or proportion.  Interpret the data generated by a simulation model for random sampling in terms of the context the simulation models.  Develop a margin of error, assuming certain population parameters/

mean standard deviation data set normal distribution population normal curve inference simulation sample randomization probability control

Resources  Glencoe Algebra 2 textbook  Instructor created flipchart -Unit 7 Probability and Statistics  Graphing calculators  Graphing software (VTI)  Promethean board Websites  thatquiz.org Central Tendency Review Probability Review  discoveryeducation.com Thinklink Probe  http://sbstjohn.com/QO DWebSite/act_qod.htm ACT Question of the Day

Assessment Formative  Observation  Bellringers - Quality Core Bellringers - ACT bellringers - Advanced Algebra II Bellringers  Classroom assignments  Exit Slips  Formative Quizzes - Measures of Central Tendency - Probability Summative  Unit exam containing multiple choice and constructed response items  Exam 1 Probability and Statistics

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characteristics, through the use of simulation models for random sampling. Using an established level of significance, determine if the difference between two parameters is significant. Use data from a randomized experiment to compare two treatments. Choose appropriate method to simulate a randomized experiment. Establish a reasonable level of significance. Evaluate the experimental study design, how the data was gathered, what analysis was used. Draw conclusions based on graphical and numerical summaries. Support with graphical and numerical summaries how “appropriate” the report of data was. Analyze decisions and strategies using probability concepts 

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