ScopeAndSequence HS MTH ALG2

2017-2018 Scope and Sequence
Mathematics - Algebra II
28 Days The recommended number of class periods is less than the number of days in the grading cycle
Cycle 1 to accommodate differentiated instruction, extended learning time, and assessment days.
Aug. 28-Oct. 6, 2017 Complete instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
# Class
Unit
Periods The bold face words in the TEKS SEs indicate concepts addressed specially in this unit,
the unbolded concepts are addressed in other units of this course.
The Mathematical Process Standards are integrated throughout the course in all
activities and lessons. Teachers should refer to these standards for instructional
strategies and depth of rigor. Specific process standards have been highlighted
for each unit, but these process standards should not be the only process
standards associated with the daily lessons.
Mathematical Process Standards. The student uses mathematical processes to

acquire and demonstrate mathematical understanding. The student is expected
to:
ALGII.1A Apply mathematics to problems arising in everyday life, society, and
the workplace.
ALGII.1B Use a problem-solving model that incorporates analyzing given
information, formulating a plan or strategy, determining a solution, justifying the
solution, and evaluating the problem-solving process and the reasonableness of
the solution.
ALGII.1C Select tools, including real objects, manipulatives, paper and pencil,
and technology as appropriate, and techniques, including mental math,
estimation, and number sense as appropriate, to solve problems.
ALGII.1D Communicate mathematical ideas, reasoning, and their implications
using multiple representations, including symbols, diagrams, graphs, and
language as appropriate.
ALGII.1E Create and use representations to organize, record, and
communicate mathematical ideas.
ALGII.1F Analyze mathematical relationships to connect and communicate
mathematical ideas.
ALGII.1G Display, explain, or justify mathematical ideas and arguments using
precise mathematical language in written or oral communication.
Unit 1: Parent 4 class periods Mathematical Process Standards. The student uses mathematical processes to
Functions and (90 minutes acquire and demonstrate mathematical understanding. The student is expected
Data each) to:
Regression or ALGII.1A Apply mathematics to problems arising in everyday life, society, and
Students survey 8 class periods the workplace.
functions (45 minutes ALGII.1E Create and use representations to organize, record, and
studied in this each) communicate mathematical ideas.
course, identify
their attributes, Attributes of Functions and Their Inverses. The student applies mathematical
and use data processes to understand that functions have distinct key attributes and to
regression to understand the relationship between a function and its inverse. The student is
connect real expected to:
world data to 1
selected Ⓡ ALGII.2A Graph the functions, f ( x )  x , f ( x )  , f(x)=x3, f ( x )  3 x ,
x
functions.
f(x)=bx, f ( x )  x , and f(x)=logbx where b is 2, 10, and e and when applicable
analyze the key attributes such as domain, range, intercepts, symmetries,
asymptotic behavior, and maximum and minimum.
GLOBAL GRADUATE
- State Process Standard Ⓡ - State Readiness Standard
© Houston ISD Curriculum 2017-2018
- Aligned to Upcoming State Readiness Standard Ⓢ - State Supporting Standard Page 1 of 19
# Class
Unit
Number and Algebraic Methods. The student applies mathematical processes
to simplify and perform operations on expressions and to solve equations. The
student is expected to:
Ⓢ ALGII.7I Write the domain and range of a function in interval notation,
inequalities and set notation.
Data. The student applies mathematical processes to analyze data, select

appropriate models, write corresponding functions, and make predictions. The
Ⓢ ALGII.8A Analyze data to select the appropriate model from among linear,
quadratic, and exponential models.
Ⓢ ALGII.8B Use regression methods available through technology to write a
linear function, a quadratic function, and an exponential function from a given set
of data.
Ⓡ ALGII.8C Predict and make decisions and critical judgments from a given set
of data using linear, quadratic, and exponential models.
Unit 2: 3 class periods Mathematical Process Standards. The student uses mathematical processes to
Transforma- (90 minutes acquire and demonstrate mathematical understanding. The student is expected
tions of each) to:
Functions or ALGII.1C Select tools, including real objects, manipulatives, paper and pencil,
Students apply 6 class periods and technology as appropriate, and techniques, including mental math,
the properties of (45 minutes estimation, and number sense as appropriate, to solve problems.
functions to their each) ALGII.1D Communicate mathematical ideas, reasoning, and their implications
graphs and using multiple representations, including symbols, diagrams, graphs, and
transformations language as appropriate.
using multiple
representations. Quadratic and Square Root Functions, Equations, and Inequalities. The
student applies mathematical processes to understand that quadratic and square
root functions, equations, and quadratic inequalities can be used to model
situations, solve problems, and make predictions. The student is expected to:
Ⓡ ALGII.4C Determine the effect on the graph of f ( x )  x when f(x) is replaced
by a f(x), f(x) + d, f(bx), and f(x  c) for specific positive and negative values of a,
b, c, and d.
Exponential and Logarithmic Functions and Equations. The student applies

mathematical processes to understand that exponential and logarithmic functions
can be used to model situations and solve problems. The student is expected to:
Ⓡ ALGII.5A Determine the effects on the key attributes on the graphs of
f(x) = bx and f(x) = logb(x), where b is 2, 10 and e when f(x) is replaced by a
f(x), f(x) + d, and f(x  c) for specific positive and negative real values of a,
c, and d.
GLOBAL GRADUATE
# Class
Unit
Cubic, Cube Root, Absolute Value and Rational Functions, Equations, and
Inequalities. The student applies mathematical processes to understand that
cubic, cube root, rational, and absolute value functions and inequalities can be
used to model situations, solve problems, and make predictions. The student is
expected to:
Ⓢ ALGII.6A Analyze the effect on the graphs of f(x) = x3 and f (x)  3 x when
f(x) is replaced by a· f(x), f(bx), f(x - c), and f(x) + d for specific positive and
negative real values of a, b, c, and d.
1
Ⓢ ALGII.6G Analyze the effect on the graphs of f ( x )  , when f(x) is replaced
x
by a· f(x), f(bx), f(x  c), and f(x) + d for specific positive and negative real values
of a, b, c, and d.

Composition (90 minutes acquire and demonstrate mathematical understanding. The student is expected
and Inverse of each) to:
Functions ALGII.1D Communicate mathematical ideas, reasoning, and their implications
or
Students using multiple representations, including symbols, diagrams, graphs, and
connect 4 class periods language as appropriate.
relationships (45 minutes ALGII.1F Analyze mathematical relationships to connect and communicate
between each) mathematical ideas.
composition and
inverse of Attributes of Functions and Their Inverses. The student applies mathematical
functions and processes to understand that functions have distinct key attributes and to
their effects on understand the relationship between a function and its inverse. The student is
the attributes of expected to:
the functions. 1
Ⓡ ALGII.2A Graph the functions, f ( x )  x , f ( x )  , f(x)=x3, f ( x )  3 x ,
x
f(x)=bx, f ( x )  x , and f(x)=logbx where b is 2, 10, and e and when applicable
Ⓢ ALGII.2B Graph and write the inverse of a function using notation such as
f-1(x).
Ⓡ ALGII.2C Describe and analyze the relationship between a function and
its inverse (quadratic and square root, logarithmic and exponential), including
the restriction(s) on domain and which will restrict its range.
GLOBAL GRADUATE
# Class
Unit
Ⓢ ALGII.2D Use the composition of two functions, including the necessary

restrictions on the domain, to determine if the functions are inverses of each
other.
Absolute Value (90 minutes acquire and demonstrate mathematical understanding. The student is expected
Functions each) to:
Students solve ALGII.1D Communicate mathematical ideas, reasoning, and their implications
or
absolute value using multiple representations, including symbols, diagrams, graphs, and
equations and 8 class periods language as appropriate.
inequalities and (45 minutes ALGII.1F Analyze mathematical relationships to connect and communicate
apply attributes each) mathematical ideas.
of transforma-
tions to absolute Attributes of Functions and Their Inverses. The student applies mathematical
value functions. processes to understand that functions have distinct key attributes and to
understand the relationship between a function and its inverse. The student is
(continues in expected to:
cycle 2) 1
Ⓡ ALGII.2A Graph the functions, f ( x )  x , f ( x )  , f(x)=x3, f ( x )  3 x , f(x)=bx,
x
f ( x )  x , and f(x)=logbx where b is 2, 10, and e and when applicable analyze
the key attributes such as domain, range, intercepts, symmetries, asymptotic
behavior, and maximum and minimum.
f-1(x).
expected to:
Ⓢ ALGII.6C Analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by
a· f(x), f(bx), f(x - c), and f(x) + d for specific positive and negative real values of
a, b, c and d.

GLOBAL GRADUATE
Oct. 9-Nov. 10, 2017 Complete instructional planning information and support are in the HISD Curriculum documents.
# Class
Unit
Absolute Value acquire and demonstrate mathematical understanding. The student is expected
(90 minutes
Functions to:
each)
Students solve ALGII.1B Use a problem-solving model that incorporates analyzing given
absolute value or information, formulating a plan or strategy, determining a solution, justifying the
equations and 8 class periods solution, and evaluating the problem-solving process and the reasonableness of
inequalities and (45 minutes the solution.
apply attributes each) ALGII.1F Analyze mathematical relationships to connect and communicate
of transforma- mathematical ideas.
tions to absolute
value functions. Cubic, Cube Root, Absolute Value and Rational Functions, Equations, and
(continued from cubic, cube root, rational, and absolute value functions and inequalities can be
cycle 1) used to model situations, solve problems, and make predictions. The student is
expected to:
Ⓢ ALGII.6D Formulate absolute value linear equations.
Ⓡ ALGII.6E Solve absolute value linear equations.
Ⓢ ALGII.6F Solve absolute value linear inequalities.
Matrices & (90 minutes acquire and demonstrate mathematical understanding. The student is expected
Systems of each) to:
Equations and or ALGII.1A Apply mathematics to problems arising in everyday life, society, and
Inequalities 14 class the workplace.
In real-world periods ALGII.1C Select tools, including real objects, manipulatives, paper and pencil,
situations, (45 minutes and technology as appropriate, and techniques, including mental math,
students solve each) estimation, and number sense as appropriate, to solve problems.
and analyze ALGII.1D Communicate mathematical ideas, reasoning, and their implications
systems of using multiple representations, including symbols, diagrams, graphs, and
linear equations language as appropriate.
with two, three,
or more Systems of Equations and Inequalities. The student applies mathematical
variables using processes to formulate systems of equations and inequalities, to use a variety of
graphs, tables, methods to solve, and to analyze reasonableness of solutions. The student is
matrices, and expected to:
algebraic Ⓡ ALGII.3A Formulate systems of equations, including systems consisting
methods.
of three linear equations in three variables and systems consisting of two
equations, the first linear and the second quadratic.
Ⓡ ALGII.3B Solve systems of three linear equations in three variables by using
Gaussian elimination, technology with matrices, and substitution (including
inverse matrices).
Ⓢ ALGII.3E Formulate systems of at least two linear inequalities in two variables.
Ⓢ ALGII.3F Solve systems of two or more linear inequalities in two variables.
GLOBAL GRADUATE
Oct. 9-Nov. 10, 2017 Complete instructional planning information and support are in the HISD Curriculum documents.
# Class
Unit
Ⓢ ALGII.3G Determine possible solutions in the solution set of systems of two or

more linear inequalities in two variables.
tions and each) to:
Attributes of or ALGII.1D Communicate mathematical ideas, reasoning, and their implications
Quadratic 8 class periods using multiple representations, including symbols, diagrams, graphs, and
Functions (45 minutes language as appropriate.
Students each) ALGII.1G Display, explain, or justify mathematical ideas and arguments using
analyze the precise mathematical language in written or oral communication.
transformation of
a quadratic Attributes of Functions and Their Inverses. The student applies mathematical
function in processes to understand that functions have distinct key attributes and to
f(x) = ax2+bx+c understand the relationship between a function and its inverse. The student is
and expected to:
f(x) = a(x – h)2+k 1
forms through Ⓡ ALGII.2A Graph the functions, f ( x )  x , f ( x )  , f(x)=x3, f ( x )  3 x ,
x
multiple f(x)=bx, f ( x )  x , and f(x)=logbx where b is 2, 10, and e and when applicable
representations.
(continues in asymptotic behavior, and maximum and minimum.
cycle 3)
Quadratic and Square Root Functions, Equations, and Inequalities. The
Ⓡ ALGII.4B Write the equation of a parabola using given attributes, including
vertex, focus, directrix, axis of symmetry, and direction of opening.
Ⓢ ALGII.4D Transform a quadratic function f(x) = ax2 + bx + c to the form
f(x) = a(x – h)2 + k to identify the different attributes of f(x).

GLOBAL GRADUATE
Nov. 13-Dec. 21, 2017 Complete instructional planning information and support are in the HISD Curriculum documents.
# Class
Unit
tions and each) to:
Attributes of or ALGII.1D Communicate mathematical ideas, reasoning, and their implications
Quadratic 8 class periods using multiple representations, including symbols, diagrams, graphs, and
Functions (45 minutes language as appropriate.
Students each) ALGII.1G Display, explain, or justify mathematical ideas and arguments using
analyze the precise mathematical language in written or oral communication.
transformation
of a quadratic Attributes of Functions and Their Inverses. The student applies mathematical
function in processes to understand that functions have distinct key attributes and to
f(x) = ax2+bx+c understand the relationship between a function and its inverse. The student is
and expected to:
f(x)=a(x–h)2+ k 1
forms through Ⓡ ALGII.2A Graph the functions, f ( x )  x , f ( x )  , f(x)=x3, f ( x )  3 x ,
x
multiple f(x)=bx, f ( x )  x , and f(x)=logbx where b is 2, 10, and e and when applicable
representa-
tions. analyze the key attributes such as domain, range, intercepts, symmetries,

(continued student applies mathematical processes to understand that quadratic and square
from cycle 2) root functions, equations, and quadratic inequalities can be used to model
Ⓢ ALGII.4D Transform a quadratic function f(x) = ax2 + bx + c to the form
f(x) = a(x – h)2 + k to identify the different attributes of f(x).

GLOBAL GRADUATE
Nov. 13-Dec. 21, 2017 Complete instructional planning information and support are in the HISD Curriculum documents.
# Class
Unit
Factoring and (90 minutes acquire and demonstrate mathematical understanding. The student is expected
Complex each) to:
Numbers or ALGII.1B Use a problem-solving model that incorporates analyzing given
Students 6 class periods information, formulating a plan or strategy, determining a solution, justifying the
explore various (45 minutes solution, and evaluating the problem-solving process and the reasonableness of
methods of each) the solution.
factoring ALGII.1C Select tools, including real objects, manipulatives, paper and pencil,
polynomials and technology as appropriate, and techniques, including mental math,
including the estimation, and number sense as appropriate, to solve problems.
introduction of ALGII.1F Analyze mathematical relationships to connect and communicate
complex mathematical idea.
numbers.
Ⓢ ALGII.7A Add, subtract, and multiply complex numbers.
Ⓢ ALGII.7D Determine the linear factors of a polynomial function of degree three
and of degree four using algebraic methods.
Ⓡ ALGII.7E Determine linear and quadratic factors of a polynomial expression of
degree three and of degree four, including factoring the sum and difference of two
cubes and factoring by grouping.
Solving (90 minutes acquire and demonstrate mathematical understanding. The student is expected
Quadratic each) to:
Equations and or ALGII.1B Use a problem-solving model that incorporates analyzing given
Inequalities 6 class periods information, formulating a plan or strategy, determining a solution, justifying the
Students (45 minutes solution, and evaluating the problem-solving process and the reasonableness of
analyze each) the solution.
quadratic ALGII.1D Communicate mathematical ideas, reasoning, and their implications
equations and using multiple representations, including symbols, diagrams, graphs, and
inequalities for language as appropriate.
solutions using ALGII.1G Display, explain, or justify mathematical ideas and arguments using
multiple precise mathematical language in written or oral communication.
representa-
tions. Quadratic and Square Root Functions, Equations, and Inequalities. The
Ⓡ ALGII.4F Solve quadratic and square root equations.
Ⓢ ALGII.4H Solve quadratic inequalities.
GLOBAL GRADUATE
Cycle 4 Jan. 8-Feb. 16, 2018
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum documents.
# Class
Unit
Applications of (90 minutes acquire and demonstrate mathematical understanding. The student is expected
Quadratic each) to:
Equations and or ALGII.1A Apply mathematics to problems arising in everyday life, society, and
Inequalities 6 class periods the workplace.
Students analyze (45 minutes ALGII.1B Use a problem-solving model that incorporates analyzing given
quadratic each) information, formulating a plan or strategy, determining a solution, justifying the
functions and solution, and evaluating the problem-solving process and the reasonableness of
connect the solution.
attributes to real ALGII.1E Create and use representations to organize, record, and
world situations communicate mathematical ideas.

Ⓢ ALGII.4A Write the quadratic function given three specified points in the plane.
Ⓢ ALGII.4E Formulate quadratic and square root equations using technology
given a table of data.


Ⓢ ALGII.8B Use regression methods available through technology to write
a linear function, a quadratic function, and an exponential function from a given
set of data.
Ⓡ ALGII.8C Predict and make decisions and critical judgments from a given
set of data using linear, quadratic, and exponential models.
GLOBAL GRADUATE
Jan. 8-Feb. 16, 2018 Complete instructional planning information and support are in the HISD Curriculum documents.
# Class
Unit
Systems of (90 minutes acquire and demonstrate mathematical understanding. The student is expected
Linear and to:
each)
Quadratic
ALGII.1A Apply mathematics to problems arising in everyday life, society, and
Equations or
the workplace.
Students analyze 4 class periods ALGII.1D Communicate mathematical ideas, reasoning, and their implications
a system of
(45 minutes using multiple representations, including symbols, diagrams, graphs, and
equations in two
each) language as appropriate.
variables
consisting of a
mathematical ideas.
linear equation
and a quadratic
equation. Systems of Equations and Inequalities. The student applies mathematical
processes to formulate systems of equations and inequalities, to use a variety of
methods to solve, and to analyze reasonableness of solutions. The student is
expected to:
Ⓢ ALGII.3A Formulate systems of equations, including systems consisting of
three linear equations in three variables and systems consisting of two
equations, the first linear and the second quadratic.
Ⓢ ALGII.3C Solve, algebraically, systems of two equations in two variables
consisting of a linear equation and a quadratic equation.
Ⓢ ALGII.3D Determine the reasonableness of solutions to systems of a linear
equation and a quadratic equation in two variables.
Radicals and (90 minutes acquire and demonstrate mathematical understanding. The student is expected
Rational each) to:
Exponents or ALGII.1C Select tools, including real objects, manipulatives, paper and pencil,
Students simplify 8 class periods and technology as appropriate, and techniques, including mental math,
radical (45 minutes estimation, and number sense as appropriate, to solve problems.
expressions and each) ALGII.1F Analyze mathematical relationships to connect and communicate
rational mathematical ideas.
exponents and
also explore the Number and Algebraic Methods. The student applies mathematical processes
relationship of to simplify and perform operations on expressions and to solve equations. The
these processes student is expected to:
to the laws of Ⓢ ALGII.7G Rewrite radical expressions that contain variables to equivalent
exponents.
forms.
Ⓡ ALGII.7H Solve equations involving rational exponents.
GLOBAL GRADUATE
Jan. 8-Feb. 16, 2018 Complete instructional planning information and support are in the HISD Curriculum documents.
# Class
Unit
Root Functions (90 minutes acquire and demonstrate mathematical understanding. The student is expected
Students explore each) to:
square root and or ALGII.1B Use a problem-solving model that incorporates analyzing given
cube root 4 class periods information, formulating a plan or strategy, determining a solution, justifying the
functions, as well solution, and evaluating the problem-solving process and the reasonableness of
(45 minutes
as connecting the solution.
the function’s each)
ALGII.1C Select tools, including real objects, manipulatives, paper and pencil,
attributes to and technology as appropriate, and techniques, including mental math,
graphs and estimation, and number sense as appropriate, to solve problems.
tables. ALGII.1D Communicate mathematical ideas, reasoning, and their implications
Attributes of Functions and Their Inverses. The student applies mathematical

processes to understand that functions have distinct key attributes and to
understand the relationship between a function and its inverse. The student will
be expected to:
1
x
f(x)=bx, f ( x )  x , and f(x) = logbx where b is 2, 10, and e and when applicable
f-1(x).
Ⓢ ALGII.2D Use the composition of two functions, including the necessary
restrictions on the domain, to determine if the functions are inverses of each
other.

Ⓡ ALGII.4C Determine the effect on the graph of f ( x )  x when f(x) is replaced
by a f(x), f(x) + d, f(bx), and f(x  c) for specific positive and negative values of a,
b, c, and d.
GLOBAL GRADUATE
Feb. 19-Apr. 6, 2018 Complete instructional planning information and support are in the HISD Curriculum documents.
# Class
Unit
Solving Root (90 minutes acquire and demonstrate mathematical understanding. The student is expected
Equations each) to:
Students solve or ALGII.1C Select tools, including real objects, manipulatives, paper and pencil,
square root and 4 class periods and technology as appropriate, and techniques, including mental math,
cube root (45 minutes estimation, and number sense as appropriate, to solve problems.
equations. each) ALGII.1D Communicate mathematical ideas, reasoning, and their implications

Ⓢ ALGII.4E Formulate quadratic and square root equations using
technology given a table of data.
Ⓡ ALGII.4F Solve quadratic and square root equations.
Ⓢ ALGII.4G Identify extraneous solutions of square root equations.
used to model situations, solve problems, and make predictions.
Ⓢ ALGII.6B Solve cube root equations that have real roots.
Polynomial (90 minutes acquire and demonstrate mathematical understanding. The student is expected
Functions each) to:
Students analyze or ALGII.1A Apply mathematics to problems arising in everyday life, society, and
attributes, 12 class the workplace.
transformations periods ALGII.1C Select tools, including real objects, manipulatives, paper and pencil,
and applications (45 minutes and technology as appropriate, and techniques, including mental math,
of polynomial each) estimation, and number sense as appropriate, to solve problems.
functions within ALGII.1G Display, explain, or justify mathematical ideas and arguments using
the context of precise mathematical language in written or oral communication.
real-world
situations. Attributes of Functions and Their Inverses. The student applies mathematical
processes to understand that functions have distinct key attributes and to
expected to:
1
x
GLOBAL GRADUATE
# Class
Unit
f-1(x).
used to model situations, solve problems, and make predictions. The student will
be expected to:
Ⓢ ALGII.6A Analyze the effect on the graphs of f(x) = x3 and f ( x )  3 x when
f(x) is replaced by a· f(x), f(bx), f(x - c), and f(x) + d for specific positive and
negative real values of a, b, c, and d.

Ⓢ ALGII.7B Add, subtract, and multiply polynomials.
Ⓢ ALGII.7C Determine the quotient of a polynomial of degree three and of
degree four when divided by a polynomial of degree one and of degree two.
Ⓢ ALGII.7D Determine the linear factors of a polynomial function of degree three
and of degree four using algebraic methods.
Ⓡ ALGII.7E Determine linear and quadratic factors of a polynomial expression of
degree three and of degree four, including factoring the sum and difference of two
cubes and factoring by grouping.
GLOBAL GRADUATE
# Class
Unit
Unit 15: Inverse 3 class periods Mathematical Process Standards. The student uses mathematical processes to
Variation and (90 minutes acquire and demonstrate mathematical understanding. The student is expected
Transformations each) to:
of Rational or ALGII.1D Communicate mathematical ideas, reasoning, and their implications
Functions 6 class periods using multiple representations, including symbols, diagrams, graphs, and
Students analyze (45 minutes language as appropriate.
inverse variation each) ALGII.1G Display, explain, or justify mathematical ideas and arguments using
and rational precise mathematical language in written or oral communication.
functions’
transformations Attributes of Functions and Their Inverses. The student applies mathematical
through graphs, processes to understand that functions have distinct key attributes and to
tables, and understand the relationship between a function and its inverse. The student is
algebraic expected to:
methods. 1
x
f-1(x).
expected to:
Ⓢ ALGII.6G Analyze the effect on the graphs of f(x) = 1/x, when f(x) is replaced
by a· f(x), f(bx), f(x  c), and f(x) + d for specific positive and negative real values
of a, b, c, and d.
Ⓢ ALGII.6K Determine the asymptotic restrictions on the domain of a rational
function and represent domain and range using interval notation, inequalities, and
set notation.
Ⓡ ALGII.6L Formulate and solve equations involving inverse variation.

GLOBAL GRADUATE
# Class
Unit
Rational (90 minutes acquire and demonstrate mathematical understanding. The student is expected
Equations and each) to:
Functions or ALGII.1A Apply mathematics to problems arising in everyday life, society, and
Students analyze 12 class the workplace.
rational periods ALGII.1D Communicate mathematical ideas, reasoning, and their implications
equations and (45 minutes using multiple representations, including symbols, diagrams, graphs, and
functions through each) language as appropriate.
graphs, tables,
and algebraic Attributes of Functions and Their Inverses. The student applies mathematical
methods. processes to understand that functions have distinct key attributes and to
expected to:
(continues in 1
cycle 6) Ⓡ ALGII.2A Graph the functions, f ( x )  x , f ( x )  , f(x)=x3, f ( x )  3 x ,
x
expected to:
Ⓢ ALGII.6H Formulate rational equations that model real-world situations.
Ⓡ ALGII.6I Solve rational equations that have real solutions.
Ⓢ ALGII.6J Determine the reasonableness of a solution to a rational equation.
set notation.

to simplify and perform operations on expressions and to solve equations.
Ⓡ ALGII.7F determine the sum, difference, product, and quotient of rational
expressions with integral exponents of degree one and degree two.
GLOBAL GRADUATE
Cycle 6 Apr. 9-June 1, 2018
# Class
Unit
Rational (90 minutes acquire and demonstrate mathematical understanding. The student is expected
Equations and each) to:
Students analyze 12 class the workplace.
rational periods ALGII.1B Use a problem-solving model that incorporates analyzing given
(45 minutes information, formulating a plan or strategy, determining a solution, justifying the
equations and
each solution, and evaluating the problem-solving process and the reasonableness of
functions through the solution.
graphs, tables, ALGII.1D Communicate mathematical ideas, reasoning, and their implications
and algebraic using multiple representations, including symbols, diagrams, graphs, and
methods. language as appropriate.
Attributes of Functions and Their Inverses. The student applies mathematical

(continued from processes to understand that functions have distinct key attributes and to
cycle 5) understand the relationship between a function and its inverse. The student is
expected to:
1
x
expected to:
Ⓢ ALGII.6H Formulate rational equations that model real-world situations.
Ⓡ ALGII.6I Solve rational equations that have real solutions.
Ⓢ ALGII.6J Determine the reasonableness of a solution to a rational equation.
set notation.

to simplify and perform operations on expressions and to solve equations.
GLOBAL GRADUATE
# Class
Unit
Ⓡ ALGII.7F determine the sum, difference, product, and quotient of rational
expressions with integral exponents of degree one and degree two.
Exponential and (90 minutes acquire and demonstrate mathematical understanding. The student is expected
Logarithmic each) to:
Student analyze 12 class the workplace.
transformations periods ALGII.1E Create and use representations to organize, record, and
communicate mathematical ideas.
and inverses as (45 minutes
well as solve each) mathematical ideas.
application
problems using Attributes of Functions and Their Inverses. The student applies mathematical
exponential and processes to understand that functions have distinct key attributes and to
logarithmic understand the relationship between a function and its inverse. The student is
functions. expected to:
Exponential and Logarithmic Functions and Equations. The student applies

mathematical processes to understand that exponential and logarithmic functions
can be used to model situations and solve problems. The student is expected to:
Ⓢ ALGII.5B Formulate exponential and logarithmic equations that model real-
world situations including exponential relationships written in recursive notation.
Ⓢ ALGII.5C Rewrite exponential equations as their corresponding logarithmic
equations and logarithmic equations as their corresponding exponential
equations.
x
Ⓡ ALGII.5D Solve exponential equations of the form y = a∙b where a is a
nonzero real number and b is greater than zero and not equal to one and single
logarithmic equations having real solutions.
Ⓢ ALGII.5E Determine the reasonableness of a solution to a logarithmic
equation.

GLOBAL GRADUATE
# Class
Unit


Ⓢ ALGII.8B Use regression methods available through technology to write
a linear function, a quadratic function, and an exponential function from a
given set of data.
Ⓡ ALGII.8C Predict and make decisions and critical judgments from a given
set of data using linear, quadratic, and exponential models.
Bridge to (90 minutes acquire and demonstrate mathematical understanding. The student is expected
Precalculus each) to:
Trigonometry or
PC.1D Communicate mathematical ideas, reasoning, and their implications
Student review 6 class periods
trigonometric (45 minutes
ratios studied in each)
PC.1F Analyze mathematical relationships to connect and communicate
geometry and
mathematical ideas.
develop the
PC.1G Display, explain, or justify mathematical ideas and arguments using
relationship
precise mathematical language in written or oral communication.
between the unit
circle and the
Similarity, Proof, and Trigonometry. The student uses the process skills in
definition of a
periodic function applying similarity to solve problems. The student is expected to:
and apply Ⓡ GEOM.7B Apply the Angle-Angle criterion to verify similar triangles and apply
trigonometric the proportionality of the corresponding sides to solve problems.
functions in
mathematical Similarity, Proof, and Trigonometry. The student uses the process skills with
and real-world deductive reasoning to prove and apply theorems by using a variety of methods
problems. such as coordinate, transformational, and axiomatic and formats such as two-
column, paragraph, and flow chart. The student is expected to:
Ⓢ GEOM.8A Prove theorems about similar triangles, including the Triangle
Proportionality theorem, and apply these theorems to solve problems; and
Similarity, proof, and trigonometry. The student uses the process skills to
understand and apply relationships in right triangles. The student is expected to:
GLOBAL GRADUATE
# Class
Unit
Ⓡ GEOM.9A Determine the lengths of sides and measures of angles in a right

triangle by applying the trigonometric ratios sine, cosine, and tangent to
solve problems.
Ⓡ GEOM.9B Apply the relationships in special right triangles 30°-60°-90° and
45°-45°-90° and the Pythagorean theorem, including Pythagorean triples, to
solve problems.
Number and Measure. The student uses process standards in mathematics to

apply appropriate techniques, tools, and formulas to calculate measures in
mathematical and real-world problems. The student is expected to:
PC.4A Determine the relationship between the unit circle and the definition of a
periodic function to evaluate trigonometric functions in mathematical and real-
world problems;
PC.4B Describe the relationship between degree and radian measure on the
unit circle.
PC.4C Represent angles in radians or degrees based on the concept of
rotation and find the measure of reference angles and angles in standard
position.
PC.4D Represent angles in radians or degrees based on the concept of
rotation in mathematical and real-world problems, including linear and angular
velocity.
PC.4E Determine the value of trigonometric ratios of angles and solve
problems involving trigonometric ratios in mathematical and real-world problems.
PC.4F Use trigonometry in mathematical and real-world problems, including
directional bearing.
GLOBAL GRADUATE

ScopeAndSequence HS MTH ALG2

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ScopeAndSequence HS MTH ALG2

Uploaded by

Copyright:

Available Formats

2017-2018 Scope and Sequence

Mathematical Process Standards. The student uses mathematical processes to

Data. The student applies mathematical processes to analyze data, select

Exponential and Logarithmic Functions and Equations. The student applies

Number and Algebraic Methods. The student applies mathematical processes

Ⓢ ALGII.2D Use the composition of two functions, including the necessary

Number and Algebraic Methods. The student applies mathematical processes

Ⓢ ALGII.3G Determine possible solutions in the solution set of systems of two or

Number and Algebraic Methods. The student applies mathematical processes

Quadratic and Square Root Functions, Equations, and Inequalities. The

Number and Algebraic Methods. The student applies mathematical processes

Quadratic and Square Root Functions, Equations, and Inequalities. The

Number and Algebraic Methods. The student applies mathematical processes

Data. The student applies mathematical processes to analyze data, select

Attributes of Functions and Their Inverses. The student applies mathematical

Quadratic and Square Root Functions, Equations, and Inequalities. The

Quadratic and Square Root Functions, Equations, and Inequalities. The

Number and Algebraic Methods. The student applies mathematical processes

Number and Algebraic Methods. The student applies mathematical processes

Number and Algebraic Methods. The student applies mathematical processes

Attributes of Functions and Their Inverses. The student applies mathematical

Number and Algebraic Methods. The student applies mathematical processes

Exponential and Logarithmic Functions and Equations. The student applies

Number and Algebraic Methods. The student applies mathematical processes

Ⓢ ALGII.7I Write the domain and range of a function in interval notation,

Data. The student applies mathematical processes to analyze data, select

Ⓡ GEOM.9A Determine the lengths of sides and measures of angles in a right

Number and Measure. The student uses process standards in mathematics to

You might also like