Algebra 2 Honors Curriculum Pacing Guide 2015-2016

Algebra 2 Honors – Curriculum Pacing Guide – 2015-2016Unit 4 – Quadratic NS.7*Create equations in two or more variables to represent relationships between quantities. Graph the equations on coordinate axes usingappropriate labels, units, and scales.Use systems of equations and inequalities to represent constraints arising in real-world situations. Solve such systems using graphical andanalytical methods, including linear programming. Interpret the solution within the context of the situation. (Limit to linear programming.)Solve literal equations and formulas for a specified variable including equations and formulas that arise in a variety of disciplines.Solve mathematical and real-world problems involving quadratic equations in one variable.Solve quadratic equations by inspection, taking square roots, completing the square, the quadratic formula and factoring, as appropriate to theinitial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a bi for real numbers a and b.Analyze the structure of binomials, trinomials, and other polynomials in order to rewrite equivalent expressions.Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.Determine the maximum or minimum value of a quadratic function by completing the square.Write a function that describes a relationship between two quantities.Write a function that models a relationship between two quantities using both explicit expressions and a recursive process by combining standardforms using addition, subtraction, multiplication and division to build new functions.Describe the effect of the transformations k f (x), f (x) k, f (x k), and combinations of such transformations on the graph of y f (x) for anyreal number k. Find the value of k given the graphs and write the equation of a transformed parent function given its graph.Given a function in graphical, symbolic, or tabular form, determine the average rate of change of the function over a specified interval. Interpretthe meaning of the average rate of change in a given context.Graph functions from their symbolic representations. Indicate key features including intercepts; intervals where the function is increasing,decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior and periodicity. Graph simple cases by hand anduse technology for complicated cases.Translate between different but equivalent forms of a function equation to reveal and explain different properties of the function.Compare properties of two function given in different representations such as algebraic, graphical, tabular, or verbal.Solve quadratic equations in one variable that have complex solutions.Anderson School District FivePage 82015-2016

Algebra 2 Honors – Curriculum Pacing Guide – 2015-2016Unit 4 Quadratic FunctionsEssential Tasks/Key Concepts(A2.ACE.2, A2.CED.3, A2.ACE.4, A2.ASE.3, A2.FIF.8, A2.FIF.9,A2.FBF.1, A2.FBF.1a)Create and/or graph quadratic functions using a graphingcalculator and identify important features including themaximum/ minimum, the zeros, and the intervals where thefunction is increasing/decreasing.Resources/Activities Worksheet – Introduction to QuadraticsProperties of ParabolasWorksheet – Word Problems and Solving with theCalculator(A2.AREI.4b, A2.ASE.2)Factor quadratic expressions. Factoring Quadratic FormFactoring Quadratic ExpressionsFactoring by GroupingWorksheet - Factoring All TechniquesWorksheet – Mixed Factoring PracticeWorksheet – Perfect SquaresWorksheet – Factoring Trinomials(A2.AREI.4, A2.AREI.4b, A2.ASE.2)Solve quadratic functions by factoring. Worksheet – Solve by FactoringWorksheet – Factoring and Solve by FactoringQuadratic Equations by FactoringCompare different forms of quadratic functions.TextbookReferenceDay ofSemester24Determine the domain and range (using interval notation) forquadratic functions.(A2.FIF.6)Calculate and interpret average rate of change of quadraticfunctions over a specific interval.Anderson School District Five25-262728Page 92015-2016

Algebra 2 Honors – Curriculum Pacing Guide – 2015-2016Unit 4 Quadratic FunctionsTextbookReferenceDay ofSemesterEssential Tasks/Key ConceptsResources/Activities(A2.FIF.8, A2.FIF.9, A2.FBF.3, A2.ASE.3b)Complete the square to write a quadratic function in vertex form.Graph quadratic functions using vertex form. Completing the SquareWorksheet – Write in Vertex Form and GraphWorksheet – Complete the Square to Find the VertexWorksheet – More on Completing the Square to Find theVertex(A2.NCNS.7)Solve quadratic functions using the quadratic formula. Worksheet – Solve Using Quadratic FormulaQuadratic Formula(A2.ACE.3)Use the discriminant to determine the nature of the solutions. Activity – Lab for Nature of RootsThe Discriminant(A2.FIF.8)Write the equation of a quadratic function when given its roots. Worksheet – Finding Eq from RootsFactors and Zeros31Review Chutes and Ladders Review for QuadraticsJeopardy ReviewReview Part B32Determine the domain and range (using interval notation) forquadratic functions (with graphs).2930Unit TestAnderson School District FivePage 10332015-2016

Algebra 2 Honors – Curriculum Pacing Guide – 2015-2016Unit 5 – Polynomial Add, subtract, and multiply polyomials and understand that polynomials are closed under these operations.Graph polynomials identifying zeros when suitable factorizations are available and indicating end behavior. Write a polynomial function of leastdegree corresponding to a given graph. (Limit to polynomials with degrees 3 or less.)Interpret the meanings of coefficients, factors, terms, and expressions based on their real-world contexts. Interpret complicated expressions asbeing composed of simpler expressions.Analyze the structure of binomials, trinomials, and other polynomials in order to rewrite equivalent expressions.Combine functions using the operations addition, subtraction, multiplication, and division to build new functions that describe the relationshipbetween two quantities in mathematical and real-world situations.Interpret key features of a function that models the relationship between two quantities when given in graphical or tabular form. Sketch thegraph of a function from a verbal description showing key features. Key features include intercepts; intervals where the function is increasing,decreasing, constant, positive, or negative; relative maximums and minimums; symmetries; end behavior and periodicity.Graph functions from their symbolic representations. Indicate key features including intercepts; intervals where the function is increasing,decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior and periodicity. Graph simple cases by hand anduse technology for complicated cases.Translate between different but equivalent forms of a function equation to reveal and explain different properties of the function.Interpret expressions for exponential functions by using the properties of exponents.Compare properties of two function given in different representations such as algebraic, graphical, tabular, or verbal.Unit 5– Polynomial FunctionsEssential Tasks/Key ConceptsResources/ActivitiesTextbookReferenceDay ofSemester(A2.AAPR.3, A2.FIF.4, A2.FIF.7, A2.FIF.9)Graph and describe the shape of polynomial functionsIdentify and describe important features of the graph of apolynomial function including absolute and relative maximum/minimum points, intervals where the function isincreasing/decreasing, zeros (including the multiplicity of each),domain and range (in interval notation), and end behavior. Graphing Polynomial Functions Basic ShapeGraphing Polynomial Functions(A2.AAPR.1, A2.FBF.1b)Add, subtract, and multiply polynomial functions.34-3536-38Divide polynomial functions using long division and synthetic.Anderson School District FivePage 112015-2016

Algebra 2 Honors – Curriculum Pacing Guide – 2015-2016Unit 5– Polynomial FunctionsEssential Tasks/Key ConceptsResources/Activities(A2.ASE.1, A2.ASE.2, A2.FIF.8*, A2.FIF.8b)Factor and solve polynomial functions, including special productslike (x y)3, (x – y)3, etc. Review 7.1 to 7.3 The Remainder TheoremRational Root TheoremMore on Factors, Zeros, and DividingIrrational and Imaginary Root TheoremsDescartes Rule of SignsAnalyzing and Solving Polynomial EquationsWorksheet – Rational Root Theorem (A) to SolveWorksheet – Rational Root Theorem (B) to SolveWorksheet – Last Practice Rational Root Theorem toFind All Roots Review for Test(A2.AAPR.3)Use the rational root theorem and the remainder theorem to findthe zeros of a polynomial function.ReviewUnit TestTextbookReferenceDay ofSemester3940-414243MIDTERM EXAMAnderson School District FivePage 122015-2016

Algebra 2 Honors – Curriculum Pacing Guide – 2015-2016Unit 6 – Rational FunctionsA2.AREI.2A2.FIF.7Solve simple rational and radical equations in one variable and understand how extraneous solutions may arise.Graph functions from their symbolic representations. Indicate key features including intercepts; intervals where the function is increasing,decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior and periodicity. Graph simple cases by hand anduse technology for complicated cases.Unit 6 – Rational FunctionsEssential Tasks/Key ConceptsResources/ActivitiesTextbookReferenceDay ofSemesterIdentify and evaluate rational functions.(A2.AREI.2)Multiply and divide rational expressions includingcomplex fractions. Worksheet – Multiply and Divide Rational Expressions(A2.AREI.2)Add and subtract rational expressions. h a rational function and find its domain and range(in interval notation), write equations for itsasymptotes, and identify any holes in its graph. Worksheet – Graphing Rationals (a)Worksheet – Graphing Rationals (b)Worksheet – Graphing Rationals (c)(A2.AREI.2)Solve rational equations.Solve application problems involving rational equations. Worksheet – Solving Rational ExpressionsWorksheet – More on Solving Rational ExpressionsReview Review – Graphing and OperationsReview – Operations & Solving Rational EquationsReview– Review of Operations– Add and Subtract with Like Denominators– More on Adding and Subtracting- Mixed Review of OperationsUnit TestAnderson School District FivePage 13464748-5152532015-2016

Algebra 2 Honors – Curriculum Pacing Guide – 2015-2016Unit 7– Exponential Functions & Logarithmic A2.FIF.8b*A2.FLQE.1*A2.FLQE.2*A2.FLQE.5*Create and solve equations and inequalities in one variable that model real-world problems involving linear, quadratic, simple rational, andexponential relationships. Interpret the solutions and determine whether they are reasonable.Create equations in two or more variables to represent relationships between quantities. Graph the equations on coordinate axes usingappropriate labels, units, and scales.Interpret the meanings of coefficients, factors, terms, and expressions based on their real-world contexts. Interpret complicated expressions asbeing composed of simpler expressions.Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression .Use the properties of exponents to transform expressions for exponential functions.Combine functions using the operations addition, subtraction, multiplication, and division to build new functions that describe the relationshipbetween two quantities in mathematical and real-world situations.Interpret key features of a function that models the relationship between two quantities when given in graphical or tabular form. Sketch thegraph of a function from a verbal description showing key features. Key features include intercepts; intervals where the function is increasing,decreasing, constant, positive, or negative; relative maximums and minimums; symmetries; end behavior and periodicity.Relate the domain and range of a function to its graph and, where applicable, to the quantitative relationship it describes.Given a function in graphical, symbolic, or tabular form, determine the average rate of change of the function over a specified interval. Interpretthe meaning of the average rate of change in a given context.Graph functions from their symbolic representations. Indicate key features including intercepts; intervals where the function is increasing,decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior and periodicity. Graph simple cases by hand anduse technology for complicated cases.Interpret expressions for exponential functions by using the properties of exponents.Distinguish between situations that can be modeled with linear functions or exponential functions by recognizing situations in which one quantitychanges at a constant rate per unit interval as opposed to those in which a quantity changes by constant percent rate per unit interval.Create symbolic representations of linear and exponential functions, including arithmetic and geometric sequences, given graphs, verbaldescriptions, and tables.Interpret the parameters in a linear or exponential function in terms of the context.Anderson School District FivePage 142015-2016

Algebra 2 Honors – Curriculum Pacing Guide – 2015-2016Unit 7 – Exponential Functions & Logarithmic FunctionsEssential Tasks/Key Concepts(A2.ASE.1, A2.FBF.1b, A2.FLQE.5*)Write and evaluate exponential expressions to model growth anddecay situations.Classify an exponential function as representing a growth or adecay.Calculate the growth of investments under various conditionsusing exponential and natural exponential functions.Resources/Activities Activity – Shedding Light on the SubjectActivity – Spreading RumorsWorksheet – Word Problems Finding Other VariablesUsing LogsWorksheet – More Word ProblemsWorksheet – Compound Interest and Exp. FunctionsWorksheet – Growth & Decay – Solve for New VariableTextbookReferenceDay ofSemester54(A2.FIF.6, A2.FLQE.2*)Calculate and interpret the average rate of change of exponentialfunctions over a specific interval.55(A2.FIF.7, A2.ASE.3c*)Graph exponential functions using transformations.Find the domain and range (in interval notation), intercepts, endbehavior, and the equation of the horizontal asymptote for anexponential function.(A2.ACE.2, A2.ASE.3)Rewrite exponential equations as logarithmic equations and viceversa.Simplify and evaluate expressions involving logarithms using theproperties of logarithms.Anderson School District Five Worksheet – Exponential GraphsWorksheet – Exponential Equations with Like Bases Worksheet – Practice with Log Properties and SolvingLog EquationsPage 15562015-2016

Algebra 2 Honors – Curriculum Pacing Guide – 2015-2016Unit 7 – Exponential Functions & Logarithmic FunctionsEssential Tasks/Key ConceptsResources/Activities(A2.F.IF.7)Graph the inverse of the exponential function and define thelogarithmic function. 57Solve exponential equations using common logs algebraically andgraphically. Review – 1st Half Through Log PropertiesWorksheet – Basic Log Equations with No CalculatorWorksheet – LogsWorksheet – More on LogsReview – Log Equations and Exponential Equationsusing LogsWorksheet – Exponential Equations with Unlike BasesReview Jeopardy ReviewStation Rotation Quiz on LogarithmsSolve equations involving logarithms algebraically and graphically. Unit TestAnderson School District FiveDay ofSemesterWorksheet – Intro to Logs(A2.FIF.5, A2.FIF.4)Find the domain and range (in interval notation), intercepts, endbehavior, and the equation of the vertical asymptote for alogarithmic function.(A2.ACE.1, A2.FLQE.1)Use the definitions of exponential and logarithmic functions tosolve equations.TextbookReference58-596061Page 162015-2016

Algebra 2 Honors – Curriculum Pacing Guide – 2015-2016Unit 8 – Sequences and .2*PC.AAPR.5Create equations in two or more variables to represent relationships between quantities. Graph the equations on coordinate axes usingappropriate labels, units, and scales.Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between thetwo forms.Define functions recursively and recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.Distinguish between situations that can be modeled with linear functions or exponential functions by recognizing situations in which one quantitychanges at a constant rate per unit interval as opposed to those in which a quantity changes by constant percent rate per unit interval.Create symbolic representations of linear and exponential functions, including arithmetic and geometric sequences, given graphs, verbaldescriptions, and tables.Apply the Binomial Theorem to expand powers of binomials, including those with one and with two variables. Use the Binomial Theorem to factorsquares, cubes, and fourth powers of binomials.Unit 8 – Sequences and SeriesTextbookReferenceDay ofSemesterEssential Tasks/Key ConceptsResources/Activities(A2.ACE.2, A2.FLQE.2)Recognize, write, and find the nth term of arithmetic sequences. Introduction to SequencesArithmetic SequencesSequences and Series Reality ProjectSequences and Series Art Project62Find the partial sum of an arithmetic series. Arithmetic SeriesWorksheet – Arithmetic Sequences and Series63 Review of Arithmetic and GeometricArithmetic and Geometric MeansGeometric Sequences Finite Geometric SeriesInfinite Geometric Series(A2.FBF.2, A2.FIF.3)Recognize, write, and find the nth term of geometric sequences.Find partial sums of geometric sequences.(A2.FLQE.1)Use sigma notation to represent arithmetic and geometric series.Anderson School District FivePage 1764-65662015-2016

Algebra 2 Honors – Curriculum Pacing Guide – 2015-2016Unit 8 – Sequences and SeriesEssential Tasks/Key ConceptsResources/ActivitiesPC.AAPR.5Use Pascal’s triangle to expand binomial expressions.Anderson School District FiveTextbookReferenceDay ofSemester67Review68Unit Test69Page 182015-2016

Algebra 2 Honors – Curriculum Pacing Guide – 2015-2016Unit PE.3Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. Understand thatsuch systems may have zero, one, two, or infinitely many solutions. (Limit to linear equations and quadratic functions.)Solve an equation of the form f (x) g (x) graphically by identifying the x-coordinate(s) of the point(s) of intersection of the graphs of y f (x)and y g (x).Understand that the standard equation of a circle is derived from the definition of a circle and the distance formula.Use the geometric definition of a parabola to derive its equation given the focus and directrix.Use the geometric definition of an ellipse and of a hyperbola to derive the equation of each given the foci and points whose sum or difference ofdistance from the foci are constant.Unit 9 - ConicsEssential Tasks/Key Concepts(G.GPE.1)Write general and standard forms of the equation of a circle andgraph.Given the equation in standard form, identify center and radius ofa circle.(PC.GGPE.2)Write general and standard forms of equation of parabolas andgraph.Given the equation in standard form, identify vertex, focus, anddirectrix.Resources/ActivitiesDay ofSemester Worksheet – Parabola & CircleReview – Parts of ConicsConicsPowerPoint on Conics70 Angry Bird Parabola /student/LA210BAD.pdf (lesson on metry/4parabola.php (parabola interactive)http://www.youtube.com/watch?v goYnB61nrjg (supermath bros parabola project)

Algebra 2 Honors – Curriculum Pacing Guide – 2015-2016 Anderson School District Five Page 4 2015-2016 Unit 2 - Systems of Equations and Inequalities A2.ACE.2* Create equations in two or more variables to represent relationships between quantities. Graph the equations on coordinate axes using appropriate labels, units, and scales.