Alpine School District Scope & Sequence for Intermediate 2 Last Revision 5/28/13 Term 1 Unit 1 Rational Numbers

Rational Numbers Powers & Exponents Powers of Monomials Negative Exponents Scientific Notation Unit 2 Exponents & Scientific Notation Compute with Scientific Notation Roots Roots & Non Perfect Squares Estimate Roots Compare Compare Real Numbers Unit 3 Solving Equations Solve Equations with Rational Coefficients Solve Two-Step Equations Write Two-Step Equations The work students need to do writing equations really deals with finding a rate of change and an initial value. This section can be skipped. Students will learn this in Glencoe Chapter 4. This is not expressly mentioned in the core, but is a prerequisite skill for solving systems of equations algebraically. We recommend not skipping. Equation solving was a weakness for many students. Teachers should find a way to reinforce these concepts throughout the year. Students may not be ready for solving this extensively. There may be a need to supplement with one-step equation solving.

Equations with Variables on Both Sides

Solve Multi-Step Equations

Term 2 Linear Equations Constant Rate of Change Slope Equations in y = mx form Slope-Intercept Form Graph a Line Using Intercepts Horizontal & Vertical Lines Write Linear Equations Systems of Equations Consider giving systems that, when graphed, dont have an integer solution because the core says to estimate solutions by graphing. Students need multiple days on this, and we Solve Systems of Equations Algebraically interpret algebraically as by substitution. We feel elimination is better left to 9th grade. This Unit could be placed in Term 4 as reinforcement of solving equations later in the year. Linear Functions Represent Relationships This is also covered 3.3, 3.4, IQL 3.6, 9.2. This section goes into domain & range, which Relations are not specified in the core, but this extension reinforces the idea of a function as a rule. The core does not call for function notation, Functions but we recommend including it. The new concept here is that a function in the Linear Functions form of y = mx + b defines a linear function. This is a big new thing in the core. Spend plenty of time here. Consider making this the last section of this chapter so students have Compare Properties of Functions plenty of exposure to finding the rate of change, and the initial value before this section. Construct Functions This is more of the same with more context. Linear & Nonlinear Functions This section is not specific to the core, but Quadratic Functions extends the contrast between linear and nonlinear functions. Qualitative Graphs This unit will spill into 3rd term. Solve Systems of Equations by Graphing

Consider taking two days on slope. Call this direct variation. The book may be jumping in too fast. Teachers may want to spend more time on this section. This is not in the core, but Glencoe provides it as preparation for solving systems of equations. Many chose to skip this section. This is not in the book, but may be inserted. Students may not get it anywhere else. Consider including this section with the next chapter because they will do it repeatedly with context.

Term 3 Triangles & Pythagorean Theorem This section assumes prior knowledge of complementary, supplementary and vertical angles. This is not in core. It prepares students to prove the converse of the Pythagorean Theorem in IQL on page 421 We recommend Geometric Proof skipping and finding another way to explain the proof of the converse of the Pythagorean Theorem. Angles of Triangles Cover it all. This is not in core but is a good extension as an Polygons and Angles introduction for Secondary 1 Simplifying radicals is not part of the core. The Pythagorean Theorem/Use Pythagorean Answers go to decimals. Theorem This lesson includes the converse of the Pythagorean Theorem 8.G.6. CMP and Angela Moultons stuff are good IQL Page 419 The Pythagorean Theorem Proof alternatives to this lab. Distance Formula is a Secondary 1 concept. Distance on the Coordinate Plane Use Pythagorean Theorem only. Transformations Translations Reflections Focus on reflecting about the x & y axis. Focus on rotating about the origin. The book mostly does clockwise rotations, but students need to see counterclockwise rotations in preparation for work with the unit circle. Rotations You may consider two days for rotations. Make sure students have a solid understanding of the physical movement. The formulas can get in the way of understanding what is really happening with the rotation. Dilations Focus on dilating about the origin. Patty paper is very useful in this unit. Also consider Miras This unit may spill into 4th term. Keep in mind transformations are also a big piece of the Secondary 1 curriculum. Lines (Parallel Lines Cut by a Transversal)

Term 4 Congruence & Similarity Congruence & Transformations Congruence Similarity & Transformations Properties of Similar Polygons Similar Triangles & Indirect Measurement

Combine with Congruence Lesson 7.2

Slope & Similar Triangles

Area & Perimeter of Similar Figures Surface Area & Volume Volume of Cylinders

The lesson could be taught from two different directions. The book uses the slope to prove two right triangles are similar. The other approach is to use the similar right triangles to show that the slopes are really the same. This is a Secondary 2 Concept. Very optional.

Given the volume, students should be able to find the height or radius. Given the volume, students should be able to Volume of Cones find the height or radius. Given the volume, students should be able to Volume of Spheres find the height or radius. Change in Dimensions This is a Secondary 2 Concept. Very optional. Surface Area is not in the Intermediate 2 Curriculum Those sections are optional (8.4 & 8.5) Answers in key are based on using a pi button on a calculator not 3.14. Data & Statistics Scatter Plots The book may be a little light for this lesson. Line of Best Fit Specifically, the book does not get enough into making predictions based on the equation. Two-Way Tables This section could be before scatter plots. Lessons 9.4 through 9.6 are not in the core. They are optional.