Grade Level:
Grade Level: 9th – 12th Title: Algebra 2 (optional PreAP materials – highlighted in green) Time Frame: CP 9 blocks
(RTI – highlighted in red) Pre-AP 7 days
Unit: Piecewise Functions
Enduring Understanding: a. Patterns are structures that are repeated in a variety of applications.
b. Change is inevitable. It happens at different rates in different situations.
Essential Questions: a. 1. How is solving an equation, related to the current topic, similar to solving equations in topics covered in previous units?
2. Compare (find a similarity and/or difference) the current mathematical concept to previously learned topics. Give specific mathematical examples?
3. Choose a specific process learned in this unit. Explain how this process is similar to one learned in an earlier unit?
b. 1. Name examples of things that change. How do they differ from one another?
2. Which models can we use to represent different types of change?
3. How can we apply these models to make decisions about the future?
| | |Vocabulary Development | |Instructional Activities/ | |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities |Resources |
|Piecewise Functions |review of absolute value inequalities |Absolute Value | |Review solving absolute value equations. |Calculator use |
| | || | | |Review solving absolute value inequalities. | |
| | | | | |* 1.7 |
| | | | | |C 1.7 |
|Parent Functions | IA-2.7 Carry out a procedure to graph translations of |Parent function | |Review graphing (translations and transformations) of |Calculator use |
|Piecewise functions |parent functions (including[pic]). |Piecewise function | |line equations. | |
| | |Vertex | |Graph y = | x – h | and discuss the changes in the | |
| | |Vertical translation | |absolute value parent function. |* 2.8 |
| | |Horizontal translation | |Graph y = | x | + k and discuss the changes in the |C 2.7 |
| | | | |absolute value parent function. | |
| | | | | | |
|Parent Functions |IA-2.8 Carry out a procedure to graph transformations of |Wider (shrink) | |Review graphing (translations and transformations) of |Calculator use |
|Piecewise functions |parent |Narrower (stretch) | |line equations. | |
| |functions (including y = x and y = |x|). |Condensed | |Graph y = a| x | and discuss the changes in the | |
| | |Elongated | |absolute value parent function. |* 2.8 |
| | | | |Graph y =a | x – h | + k and discuss the changes in |C 2.7 |
| | | | |the absolute value parent function. | |
|Piecewise functions |IA-2.9 Carry out a procedure to graph discontinuous |Function notation | |Graph piecewise functions. |Calculator use |
| |functions |Step Function | |Graph step functions. | |
| |(including piecewise and step functions). |[[ ]] | | |* 2.7 |
| | | | | |C EXT p130 |
|Parent Functions |IA-2.10 Carry out a procedure to determine the domain and |Domain | |Find the domain of the function graphically and |Calculator |
|Piecewise functions |range of |Range | |algebraically. | |
| |discontinuous functions (including piecewise and step | | |Find the range of the function graphically and |* 2.7 |
| |functions) | | |algebraically. |C EXT p130 |
|Unit Test | | |* Chapter 1 Resource Book | | |
| | | |Chapter 2 Resource Book | | |
| | | |Standardized Test Practice Workbook | | |
| | | | | |* Old version of textbook |
| | | | | |C New adoption of textbook |
Grade Level: 9th Title: Algebra 2 (optional PreAP materials – highlighted in green) Time Frame: CP 6 blocks
(RTI – highlighted in red) Pre-AP 15 days
Unit: Systems of Linear Inequalities
Enduring Understanding: a. Patterns are structures that are repeated in a variety of applications.
b. Change is inevitable. It happens at different rates in different situations.
Essential Questions: a. 1. How is solving an equation, related to the current topic, similar to solving equations in topics covered in previous units?
2. Compare (find a similarity and/or difference) the current mathematical concept to previously learned topics. Give specific
mathematical examples?
3. Choose a specific process learned in this unit. Explain how this process is similar to one learned in an earlier unit?
b. 1. Give examples of things that change. How do they differ from one another?
2. Which models can we use to represent different types of change?
3. How can we apply these models to make decisions about the future?
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Systems of inequalities |IA-2.2 Carry out a procedure to solve a system of linear |Linear Inequality | |Review graphing linear equations. |Calculator |
| |inequalities graphically. |Solution | |Graph systems of linear inequalities with graph paper | |
| | |Graph | |and the graphing calculator. |
| | |Half-planes | | |_and_Inequalities__ |
| | | | | |* 2.6,3.3 |
| | | | | |C 2.8,3.3 |
|Systems of inequalities |IA-2.1 Carry out a procedure to solve a system of linear |System of linear | | | |
| |inequalities algebraically. |inequalities | | |* 2.6,3.3 |
| | | | | |C 2.8,3.3 |
| | | | | | |
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Systems of inequalities |IA-2.3 Analyze a problem situation to determine a system | | |Write inequalities from an application problem. | |
| |of | | | |* 2.6,3.3 |
| |linear inequalities that models the problem situation. | | | |C 2.8,3.3 |
|Systems of inequalities |IA-2.4 Use linear programming to solve contextual |Optimization | |Graph the system of linear inequalities. |* 3.4 |
| |problems |Linear programming | |Find the vertices. |C EXT p174 |
| |involving a system of linear inequalities |Objective function | |Determine the maximum and minimum by substituting the | |
| | |Constraints | |vertices into the optimization equation. | |
| | |Feasibility region | | | |
|Unit Test | | |*Chapter 2 Resource Book | | |
| | | |Chapter 3 Resource Book | | |
| | | |Standardized Test Practice Workbook | | |
| | | | | |* Old version of textbook |
| | | | | |C New adoption of textbook |
Grade Level: 9th Title: Algebra 2 (optional PreAP materials – highlighted in green) Time Frame: CP 10 blocks
(RTI – highlighted in red) Pre-AP 20 days
Unit: Complex Numbers/Quadratic Functions
Enduring Understanding: a. Patterns are structures that are repeated in a variety of applications.
b. Change is inevitable. It happens at different rates in different situations.
Essential Questions: a. 1. How is solving an equation, related to the current topic, similar to solving equations in topics covered in previous units?
2. Compare (find a similarity and/or difference) the current mathematical concept to previously learned topics. Give specific mathematical examples?
3. Choose a specific process learned in this unit. Explain how this process is similar to one learned in an earlier unit?
b. 1. Name examples of things that change. How do they differ from one another?
2. Which models can we use to represent different types of change?
3. How can we apply these models to make decisions about the future?
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
| | | | | | |
|Complex numbers |IA-3.1 Carry out a procedure to simplify expressions |Imaginary unit | |Simplify a variety of imaginary expressions involving | |
| |involving powers of i. | | |exponents. | |
| | | | | |* 5.4 |
| | | | | |C 4.6 |
|Complex numbers |IA-3.2 Carry out a procedure to perform operations |Complex number | |Add, subtract, and multiply complex numbers. | |
| |with complex numbers (including addition, subtraction, |Standard form | |Rationalize the denominator (divide) of a fraction |* 5.4 |
| |multiplication, and division). |Imaginary number | |formed by 2 complex numbers. |C 4.6 |
| | |Pure imaginary number | | | |
| | |Complex plane | | | |
| | |Complex conjugates | | | |
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Graphing quadratic equations |IA-2.7 Carry out a procedure to graph translations of |Quadratic function | |Graph y = x² on graph paper (use the calculator to |Calculator use |
| |parent functions (including y= x²). |Parabola | |make a table) and the calculator. | |
| | |Vertex | |Graph y = (x – h)² and discuss the effect of h on the |*5.1 |
| | |Axis of symmetry | |position of the graph. |C4.1 |
| | |Standard form | |Graph y = x ² + k and discuss the effect of k on the | |
| | |Vertex form | |position of the graph. | |
| | |Intercept form | | | |
|Quadratic equations |IA-2.8 Carry out a procedure to graph transformations | | |Graph y = ax ² and discuss the effect of a on the |Calculator use |
| |of parent functions (including y= x²). | | |change in the graph. | |
| | | | |Graph y = a(x – h) ² + k and discuss the effect of a, |
| | | | |h, and k on the change in the graph. |_and_Inequalities__ |
| | | | | |* 5.1 |
| | | | | |C 4.1,4.2 |
|Quadratic equations |IA-3.3 Carry out a procedure to solve quadratic |Binomial | |Solve equations by factoring. | |
| |equations |Trinomial | |Solve equations by completing the square. | |
| |algebraically (including factoring, completing the |Factoring | |Solve equations using the quadratic formula. | |
| |square, and |Monomial | |Solutions should include rational, irrational and |* 5.2,5.3,6.6 |
| |applying the quadratic formula). |Quadratic equation | |complex numbers. |C 4.3 -4.5, 4.7-4.8 |
| | |Standard form | | | |
| | |Zeros | | | |
| | |Square root | | | |
| | |Radical sign | | | |
| | |Radicand | | | |
| | |Radical | | | |
| | |Rationalizing the | | | |
| | |denominator | | | |
| | |Completing the square | | | |
| | |Quadratic formula | | | |
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Quadratic equations |IA-4.3 Carry out a procedure to solve |Factor by grouping | |Solve equations using factoring by grouping and |* 5.2, 5.3, 6.6, p346 |
| |polynomial(quadratic) |Difference of 2 squares| |factoring special products. |C 4.3 -4.5, 4.7-4.8, p354 |
| |equations (including factoring by grouping, factoring | | | | |
| |the difference | | | | |
| |between two squares). | | | | |
|Quadratic equations |IA-3.4 Use the discriminant to determine the number and |Discriminant | |Use the discriminant to determine the number and type | |
| |type | | |of solutions of a quadratic equation. |* 5.6 |
| |of solutions of a quadratic equation. | | | |C 4.8 |
|Quadratic equations |IA-3.6 Carry out a procedure to write an equation of a | | |Given the rational, irrational and complex roots write|* 5.6 |
| |quadratic | | |the equation of a quadratic function. |C 4.8 |
| |function when given its roots. | | | | |
|Quadratic equations |IA-3.5 Analyze given information (including quadratic | | |Find the solution to an application problem when the |* Chapter 5 |
| |models) to solve contextual problems. | | |formula is given. | |
| | | | |Write the equation for an application problem and | |
| | | | |solve based on the given information. | |
| |Carry out a procedure to solve quadratic inequalities | | |Review solving quadratic inequalities both graphically|*5.7 |
| | | | |and algebraically. |C 4.9 |
| |IA-2.11 Carry out a procedure to solve a system of | | |Review solving systems of linear equations. |* 3.1,3,2, Supplement |
|Systems |equations | | |Solve a system that includes a linear and a quadratic | |
| |(including two linear functions and one linear function | | |function both graphically and algebraically. |C 3.1, 3.2 |
| |with one | | | | |
| |quadratic function). | | | | |
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Systems |Carry out a procedure to solve a system of 3 equations |Ordered Triple | |Solve a 3 equation system algebraically. |*3.4 |
| |in 3 variables. | | | |C |
|Unit Test | | |* Chapter 3 Resource Book | | |
| | | |Chapter 5 Resource Book | | |
| | | |Chapter 6 Resource Book | | |
| | | |Standardized Test Practice Workbook | | |
| | | | | |* Old version of textbook |
| | | | | |C New adoption of textbook |
Grade Level: 9th Title: Algebra 2 (optional PreAP materials – highlighted in green) Time Frame: CP 13 blocks
(RTI – highlighted in red) Pre-AP 20 days
Unit: Polynomial Functions
Enduring Understanding: a. Patterns are structures that are repeated in a variety of applications.
b. Change is inevitable. It happens at different rates in different situations.
Essential Questions: a. 1. How is solving an equation, related to the current topic, similar to solving equations in topics covered in previous units?
2. Compare (find a similarity and/or difference) the current mathematical concept to previously learned topics. Give specific mathematical examples?
3. Choose a specific process learned in this unit. Explain how this process is similar to one learned in an earlier unit?
b. 1. Give examples of things that change. How do they differ from one another?
2. Which models can we use to represent different types of change?
3. How can we apply these models to make decisions about the future?
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Polynomials |IA-4.1 Carry out a procedure to perform operations |Polynomial function | |Review Laws of Exponents. | |
| |(including multiplication, exponentiation, and division) |Leading coefficient | |Review adding and subtracting polynomial expressions. | |
| |with polynomial expressions |Constant term | |Multiply polynomial expressions. | |
| | |Degree | |Exponentiate polynomial expressions. | |
| | |Standard form | |Divide polynomial expressions both with long division |* 6.1, 6. 2,6.3-6.5 |
| | |Synthetic substitution | |and synthetic division. |C 5.3-5.5 |
| | |Polynomial long | | | |
| | |division | | | |
| | |Synthetic division | | | |
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Polynomials |IA-2.5 Carry out procedures to perform operations |Power function | |Review function notation. | |
| |on polynomial functions (including f(x) + g(x), f(x) – | | |Using function notation, add, subtract, multiply and | |
| |g(x), | | |divide polynomial functions. |* 7.3 |
| |f(x) • g(x), and f(x)/g(x)). | | | |C 6.3 |
|Polynomials |IA-2.6 Apply a procedure to write the equation of a |Composition | |Using function notation, find the composition of |* 7.3 |
| |composition of given functions. | | |functions. |C 6.3 |
|Polynomials |IA-4.3 Carry out a procedure to solve polynomial |End behavior | |Solve polynomial functions by factoring. | |
| |equations (including factoring by grouping, factoring the|Quadratic form | | |* 6.6,6.7 |
| | | | | | |
| |difference between two squares, factoring the sum of two | | | |C5.6 |
| |cubes, and factoring the difference between two cubes). | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|Polynomials |IA-4.2 Carry out a procedure to determine specified |Local maximum | |Find the zeros of a function, algebraically and |Calculator use |
| |points (including zeros, maximums, and minimums) of |Local minimum | |graphically (with both graph paper and the graphing | |
| |polynomial functions. |Extrema | |calculator). |* 6.8 |
| | | | |Find the local extrema ( local maximums and local |C 5.8 |
| | | | |minimums) both algebraically and with the graphing | |
| | | | |calculator. | |
| | | | | | |
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Polynomials |IA-4.4 Analyze given information (including polynomial | | |Solve application problems given the formula. |* 6.8 |
| |models) to solve contextual problems. | | |Solve application problems writing the equation from |C 5.8 |
| | | | |the problem. | |
|Unit Test | | |* Chapter 6 Resource Book | | |
| | | |Chapter 7 Resource Book | | |
| | | |Standardized Test Practice Workbook | | |
| | | | | |* Old version of textbook |
| | | | | |C New adoption of textbook |
Grade Level: 9th Title: Algebra 2 (optional PreAP materials – highlighted in green) Time Frame: CP 11 blocks
(RTI – highlighted in red) Pre-AP 20 days
Unit: Rational Functions
Enduring Understanding: a. Patterns are structures that are repeated in a variety of applications.
b. Change is inevitable. It happens at different rates in different situations.
Essential Questions: a. 1. How is solving an equation, related to the current topic, similar to solving equations in topics covered in previous units?
2. Compare (find a similarity and/or difference) the current mathematical concept to previously learned topics. Give specific mathematical examples?
3. Choose a specific process learned in this unit. Explain how this process is similar to one learned in an earlier unit?
b. 1. Give examples of things that change. How do they differ from one another?
2. Which models can we use to represent different types of change?
3. How can we apply these models to make decisions about the future?
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Rational Functions |IA-4.8 Carry out a procedure to perform operations |Rational function | |Add, subtract, multiply and divide rational | |
| |with rational expressions (including addition, |Hyperbola | |expressions. | |
| |subtraction, |Branches | | | |
| |multiplication, and division). |Asymptote | | |* 8.4, 8.5 |
| | |Simplified form | | |C 9.4 – 9.5 |
| | |Complex fraction | | | |
|Rational Functions |IA-4.12 Carry out a procedure to solve rational |Cross multiplying | |Solve rational equations using cross multiplication. | |
| |equations algebraically. | | |Solve rational equations multiplying by the LCD. | |
| | | | | |* 8.6 |
| | | | | |C 9.6 |
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Rational Functions |IA-2.7 Carry out a procedure to graph translations | | |Graph rational functions. | |
| |of parent functions [pic] | | |Find horizontal and vertical asymptotes. | |
| | | | | | |
| | | | | |* 8.3, 8.3 |
| | | | | |C 9.3, 9.3 |
|Unit Test | | |* Chapter 9 Resource Book | | |
| | | |Standardized Test Practice Workbook | | |
| | | | | |* Old version of textbook |
| | | | | |C New adoption of textbook |
Grade Level: 9th Title: Algebra 2 (optional PreAP materials – highlighted in green) Time Frame: CP 10 blocks
(RTI – highlighted in red) Pre-AP 22 days
Unit: Rational Functions
Enduring Understanding: a. Patterns are structures that are repeated in a variety of applications.
b. Change is inevitable. It happens at different rates in different situations.
Essential Questions: a. 1. How is solving an equation, related to the current topic, similar to solving equations in topics covered in previous units?
2. Compare (find a similarity and/or difference) the current mathematical concept to previously learned topics. Give specific mathematical examples?
3. Choose a specific process learned in this unit. Explain how this process is similar to one learned in an earlier unit?
b. 1. Give examples of things that change. How do they differ from one another?
2. Which models can we use to represent different types of change?
3. How can we apply these models to make decisions about the future?
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Rational exponents |IA-4.5 Carry out a procedure to simplify algebraic |n th root of a | |Change rational expressions to radical expressions and| |
| |expressions involving rational exponents |Index | |vice versa |* 7.1 |
| | |Simplest form | |Simplify expressions. |C 6.1 |
| | |Like radicals | | | |
| |IA-4.7 Carry out a procedure to perform operations with | | |Add, subtract, multiply, divide, and exponentiate | |
| |expressions involving rational exponents (including | | |expressions with rational exponents. |*7.2 |
| |addition, subtraction, multiplication, division, and | | | |C 6.2 |
| |exponentiation). | | | | |
| | | | | | |
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Radical Equations |IA-4.9 Carry out a procedure to solve radical |Radical functions | |Solve radical equations. | |
| |equations algebraically. |Extraneous solution | |Determine if roots are extraneous. | |
| | | | | | |
| | | | | |* 7.6 |
| | | | | |C 6.6 |
|Radical Functions |IA-2.7 Carry out a procedure to graph translations | | |Graph radical functions. | |
| |of parent functions [pic]. | | | | |
| | | | | |* 7.5 |
| | | | | |C 6.5 |
|Unit Test | | |* Chapter 7 Resource Book | | |
| | | |Standardized Test Practice Workbook | | |
| | | | | |* Old version of textbook |
| | | | | |C New adoption of textbook |
Grade Level: 9th Title: Algebra 2 (optional PreAP materials – highlighted in green) Time Frame: CP 11 blocks
(RTI – highlighted in red) Pre-AP 23 days
Unit: Exponential and Logarithmic Functions
Enduring Understanding: a. Patterns are structures that are repeated in a variety of applications.
b. Change is inevitable. It happens at different rates in different situations.
Essential Questions: a. 1. How is solving an equation, related to the current topic, similar to solving equations in topics covered in previous units?
2. Compare (find a similarity and/or difference) the current mathematical concept to previously learned topics. Give specific mathematical examples?
3. Choose a specific process learned in this unit. Explain how this process is similar to one learned in an earlier unit?
b. 1. Give examples of things that change. How do they differ from one another?
2. Which models can we use to represent different types of change?
3. How can we apply these models to make decisions about the future?
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Exponential functions |IA-4.14 Carry out a procedure to graph exponential |Exponential function | |Graph exponential functions, including base e. | |
| |functions. |Base | | | |
| | |Asymptote | | |
| | |Exponential growth | | |_and_Inequalities__ |
| | |function | | | |
| | |Exponential decay | | | |
| | |function | | |* 8.1 – 8.3 |
| | |Growth factor | | |C 7.1 – 7.3 |
| | |Decay factor | | | |
| | |Natural base e, Euler | | | |
| | |number | | | |
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Logarithmic Functions |IA-4.13 Carry out a procedure to graph logarithmic |Inverse Function | |Graph logarithmic functions, including ln. |Calculator use |
| |functions. |Logarithm of y with | | | |
| | |base b | | | |
| | |Common logarithm | | | |
| | |Natural logarithm | | | |
| | | | | |* 7.4, 8.4 |
| | | | | |C 6.4, 7.4 |
| | | | | | |
|Logarithmic Functions |IA-4.11 Carry out a procedure to solve logarithmic | | |Find the zeros of the logarithmic functions |Calculator use |
| |equations graphically | | |graphically. |* 8.4 |
| | | | | |C 7.4 |
|Logarithmic Functions |IA-4.6 Carry out a procedure to simplify algebraic | | |Use the Properties of Logarithms to rewrite algebraic | |
| |expressions involving logarithms. | | |expressions involving logarithms (both expanding and |* 8.6, 8.5 |
| | | | |condensing). |C 7.6, 7.5 |
|Logarithmic Functions |IA-4.10 Carry out a procedure to solve logarithmic |Logistic growth | |Solve logarithmic functions using the Properties of | |
| |equations algebraically. |function | |Logarithms. |* 8.6 |
| | | | | |C 7.6 |
| | | | | | |
|Unit Test | | |* Chapter 7 Resource Book | | |
| | | |Chapter 8 Resource Book | | |
| | | |Standardized Test Practice Workbook | | |
| | | | | |* Old version of textbook |
| | | | | |C New adoption of textbook |
Grade Level: 9th Title: Algebra 2 (optional PreAP materials – highlighted in green) Time Frame: CP 10 blocks
(RTI – highlighted in red) Pre-AP 20 days
Unit: Conic Sections
Enduring Understanding: a. Patterns are structures that are repeated in a variety of applications.
b. Change is inevitable. It happens at different rates in different situations.
Essential Questions: a. 1. How is solving an equation, related to the current topic, similar to solving equations in topics covered in previous units?
2. Compare (find a similarity and/or difference) the current mathematical concept to previously learned topics. Give specific mathematical examples?
3. Choose a specific process learned in this unit. Explain how this process is similar to one learned in an earlier unit?
b. 1. Give examples of things that change. How do they differ from one another?
2. Which models can we use to represent different types of change?
3. How can we apply these models to make decisions about the future?
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Conic Sections |IA-5.1 Carry out a procedure to graph the circle whose |Distance formula | |Find the distance between 2 points. |Calculator use |
| |equation is the form [pic]. |Midpoint formula | |Find the midpoint of a line segment. | |
| | |Circle | |Graph a circle from the center and radius. | |
| | |Center | | | |
| | |Radius | | | |
| | | | | | |
| | | | | |* 10.3, 10.1 |
| | | | | |C 9.3, 9.1 |
|Conic Sections |IA-5.2 Carry out a procedure to write an equation of a |Standard form of the | |Write the equation of a circle with a given radius. | |
| |circle centered at the origin when given its radius. |equation of a circle | | |* 10.3 |
| | | | | |C 9.3 |
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Circles |PC-6.1 Carry out a procedure to graph the circle whose | | |Graph a circle with center at (h, k). | |
| |equation is the form [pic]. | | | |Supplement (Pre-Calculus Book) |
|Parabola |PC-6.6 Carry out a procedure to graph the parabola whose |Directrix | |Graph a parabola and its focus and directrix. | |
| |equation is the form [pic]. |Focus | | |Supplement (Pre-Calculus Book) |
|Conic Sections |IA-5.3 Carry out a procedure to graph the ellipse whose |Ellipse | |Graph an ellipse using vertices, co-vertices, foci, |Calculator use |
| |equation is the form [pic]. |Foci | |etc. |* 10.4 |
| | |Vertices | | |C 9.4 |
| | |Major axis | | | |
| | |Center | | | |
| | |Co-vertices | | | |
| | |Minor axis | | | |
| | | | | | |
|Conic Sections |IA-5.4 Carry out a procedure to write an equation of an |Standard form of the | |Given key parts of the ellipse, write the equation of | |
| |ellipse centered at the origin when given information |equation of an ellipse | |the ellipse in standard form. |* 10.4 |
| |from among length of major axis, length of minor axis, | | | |C 9.4 |
| |and vertices. | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Ellipse |PC-6.4 Carry out a procedure to graph the ellipse whose | | |Graph an ellipse with the center at (h, k). | |
| |equation is the form [pic]. | | | |Supplement (Pre-Calculus Book) |
|Conic Sections |IA-5.5 Carry out a procedure to graph the hyperbola |Hyperbola | |Graph a hyperbola using vertices, foci, and | |
| |whose equation is the form [pic]. |Foci | |asymptotes. |Calculator use |
| | |Vertices | | |* 10.5,9.1 |
| | |Transverse axis | | |C 9.5, 8.1 |
| | |Center | | | |
|Conic Sections |IA-5.6 Carry out a procedure to write an equation of a |Standard form of the | |Given key parts of the hyperbola, write the equation | |
| |hyperbola centered at the origin with specified vertices.|equation of a hyperbola| |of the hyperbola in standard form. |* 10.5 |
| | | | | |C 9.5 |
|Hyperbola |PC-6.5 Carry out a procedure to graph the hyperbola whose| | |Graph a hyperbola with the center at (h, k). | |
| |equation is the form [pic]. | | | |Supplement (Pre-Calculus Book) |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Conic Sections |IA-5.7 Match the equation of a conic section with its |Conic sections (conics)| |Using the discriminant, determine the type of graph |
| |graph. |General second degree | |from the equation without graphing. | |
| | |equation | |Using the coefficients of the squared terms, determine|
| | |Discriminant | |the type of graph from the equation without graphing. |Walker/Conic%20Sections%20Webquest.pdf |
| | | | | | |
| | | | | |* 10.6 |
| | | | | |C 9.6 |
|Unit Test | | |* Chapter 9 Resource Book | | |
| | | |Chapter 10 Resource Book | | |
| | | |Standardized Test Practice Workbook | | |
| | | | | |* Old version of textbook |
| | | | | |C New adoption of textbook |
Grade Level: 9th Title: Algebra 2 (optional PreAP materials – highlighted in green) Time Frame: CP 10 blocks
(RTI – highlighted in red) Pre-AP 15 days
Unit: Sequences and Series
Enduring Understanding: a. Patterns are structures that are repeated in a variety of applications.
b. Change is inevitable. It happens at different rates in different situations.
Essential Questions: a. 1. How is solving an equation, related to the current topic, similar to solving equations in topics covered in previous units?
2. Compare (find a similarity and/or difference) the current mathematical concept to previously learned topics. Give specific mathematical examples?
3. Choose a specific process learned in this unit. Explain how this process is similar to one learned in an earlier unit?
b. 1. Give examples of things that change. How do they differ from one another?
2. Which models can we use to represent different types of change?
3. How can we apply these models to make decisions about the future?
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Sequences and Series |IA-6.1 Categorize a sequence as arithmetic, geometric, |Terms | |Find the pattern in a sequence. | |
| |or neither. |Sequence | |Determine if the type of sequence . | |
| | |Finite sequence | | |* 11.1 – 11.3 |
| | |Infinite sequence | | |C 12.1 – 12.3 |
| | |Arithmetic sequence | | | |
| | |Common difference | | | |
| | |Geometric sequence | | | |
| | |Common ratio | | | |
| | | | | | |
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Sequences and Series |IA-6.2 Carry out a procedure to write a specified term | | |Find the nth term using formulas . | |
| |of an arithmetic or geometric sequence when given the | | | | |
| |nth | | | |* 11.2 – 11.3 |
| |term of the sequence. | | | |C 12.2 – 12.3 |
|Sequences and Series |IA-6.3 Carry out a procedure to write a formula for | | |Given a list of consecutive terms, write the formula | |
| |the nth term of an arithmetic or geometric sequence when| | |for the nth term of the sequence. | |
| | | | | |* 11.2 – 11.3 |
| |given at least four consecutive terms of the sequence. | | | |C 12.2 – 12.3 |
|Sequences and Series |IA-6.4 Carry out a procedure to write a formula for the | | |Given 4 nonconsecutive terms, write the formula for | |
| |nth term of an arithmetic or geometric sequence when | | |the nth term. | |
| |given | | | |* 11.2 – 11.3 |
| |at least four terms of the sequence. | | | |C 12.2 – 12.3 |
|Sequences and Series |IA-6.5 Represent an arithmetic or geometric series by |Series | |Write a series using sigma notation. | |
| |using sigma notation. |Sigma notation | | | |
| | |Arithmetic series | | |* 11.2 – 11.4 |
| | |Geometric series | | |C 12.2 – 12.4 |
| | | | | | |
| | | | | | |
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Sequences and Series |IA-6.6 Carry out a procedure to calculate the sum of an | | |Find the sum of a series written in sigma notation. | |
| |arithmetic or geometric series written in sigma | | | | |
| |notation. | | | |* 11.2 – 11.4 |
| | | | | |C 12.2 – 12.4 |
| | | | | | |
|Sequences and Series |IA-6.7 Carry out a procedure to determine consecutive | | |Write a sequence from recursive equation. | |
| |terms of a sequence that is defined recursively. | | | | |
| | | | | |* 11.5 |
| | | | | |C 12.5 |
| | | | | | |
|Sequences and Series |IA-6.8 Carry out a procedure to define a sequence | | |Write the recursive equation for a given sequence. | |
| |recursively when given four or more consecutive terms | | | | |
| |of the sequence. | | | |* 11.5 |
| | | | | |C 12.5 |
|Sequences and Series |IA-6.9 Translate between the explicit form and the |Explicit rule | |Rewrite the equation of a sequence changing a | |
| |recursive form of sequences. |Recursive rule | |recursive equation in explicit form, and vice versa. | |
| | |Factorial | | |* 11.5 |
| | | | | |C 12.5 |
| | | | | | |
| | | | | | |
| | | | | | |
| | |Vocabulary Development | |Instructional Activities/ |Resources |
|Concept/Topic |Indicators | |Assessment Strategies |Extension Activities | |
|Unit Test | | |* Chapter 11 Resource Book | | |
| | | |Standardized Test Practice Workbook | | |
| | | | | |* Old version of textbook |
| | | | | |C New adoption of textbook |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
Related searches
- highest grade level completed
- grade level reading skills checklist
- 10th grade level reading books
- printable grade level reading assessments
- 8th grade level science fair projects
- free grade level placement tests
- grade level equivalent chart
- 12th grade level reading passages
- 6th grade level writing
- free online grade level assessment
- 5th grade level math worksheets
- reading level grade level equivalent