Download Scope_and_Sequence-Algebra_2

San Bernardino City Unified School District
Scope and Sequence
High School Algebra 2 – Holt
Semester 1
Pacing
Weeks
1-3
CA
Standard
Number
7AF1.2**
Content
(Standard Component)
•
2A 12.0*
1A 16.0
•
•
•
•
1A 17.0
•
1A 18.0
•
Week 4
2A 24.0
1A 5.0**
•
•
Week 5
1A 6.0**
1A 7.0**
1A 6.0
•
•
•
•
•
1A2.0**
2A 2.0*
Students use the correct order of operations to evaluate algebraic
expressions.
Students understand and use such operations as taking a root.
Students understand and use the rules of exponents.
Students know the laws of fractional exponents.
Students understand the concept of a function and give pertinent
information about given function.
Students determine the domain of independent variables and the range
of dependent variables defined by a graph, a set of ordered pairs, or a
symbolic expression.
Students determine whether a relation defined by a graph, a set of
ordered pairs, or a symbolic expression is a function and justify the
conclusion.
Students solve problems involving functional concepts.
Students solve multistep problems, including word problems, involving
linear equations and linear inequalities in one variable.
Students graph a linear equation and compute the x- and y-intercepts.
Students are able to derive linear equations
Students graph a linear equation.
Students are able to sketch the region defined by a linear inequality.
Students solve systems of linear equations and inequalities (in two
variables) by substitution or with graphs.
Holt Chapter
and Section
1.1** – 1.5**
8.6
1.6 – 1.7
Support Resources
Power Presentation
One-Stop Planner
Multilingual Glossary
Chapter Resource File
Alternate Openers
2.1, 2.3, 2.4
3.1, 3.2
2.5**, 3.3
Mathematics Framework for California Public Schools, California Department of Education, © 2006
Algebra 2 (CA Edition), Holt, Rinehart, and Winston, © 2008
6 = 6th Grade Standard, 7 = 7th Grade Standard, 1A = Algebra 1 Standard, G = Geometry Standard
2A = Algebra 2 Standard, TR = Trigonometry Standard
* Key Standard
** Not an essential standard component.
Page 1
Secondary Education
Revised August 2012
San Bernardino City Unified School District
Scope and Sequence
High School Algebra 2 – Holt
Semester 1
Week 6
CA
Standard
Number
2A 2.0*
•
Weeks
7-8
2A 22.0
2A 23.0*
•
•
Week 9
G 22.0
•
2A 9.0*
•
Week
10
2A 10.0*
2A 1.0*
2A 9.0*
•
•
•
Week
11
1A 16.0
G 22.0
•
•
2A 9.0*
•
2A 10.0*
•
Pacing
Content
(Standard Component)
Holt Chapter
and Section
Students solve systems of linear equations and inequalities (in two or
three variables)
Students find the general term and the sums of arithmetic series.
Students derive the summation formulas for arithmetic series.
3.4 – 3.6
12.1 – 12.3
Week 9 & 10 Benchmark #1
Students know the effect of rigid motions on figures in the coordinate
plane and space.
Students demonstrate and explain the effect that changing a coefficient
has on the graph.
Students graph quadratic functions.
Students solve equations and inequalities involving absolute value.
Students demonstrate and explain the effect that changing a coefficient
has on the graph.
Students understand the concept of a function.
Students know the effect of rigid motions on figures in the coordinate
plane and space.
Students demonstrate and explain the effect that changing a coefficient
has on the graph.
Students graph quadratic functions and determine the maxima and
minima of the function.
Support Resources
Power Presentation
One-Stop Planner
Multilingual Glossary
Chapter Resource File
Alternate Openers
1.8, 1.9
2.6, 2.8, 2.9
9.1, 9.3
Mathematics Framework for California Public Schools, California Department of Education, © 2006
Algebra 2 (CA Edition), Holt, Rinehart, and Winston, © 2008
6 = 6th Grade Standard, 7 = 7th Grade Standard, 1A = Algebra 1 Standard, G = Geometry Standard
2A = Algebra 2 Standard, TR = Trigonometry Standard
* Key Standard
** Not an essential standard component.
Page 2
Secondary Education
Revised August 2012
San Bernardino City Unified School District
Scope and Sequence
High School Algebra 2 – Holt
Semester 1
Pacing
Weeks
12-13
Week
14
CA
Standard
Number
2A 8.0*
•
2A 9.0*
•
•
2A 10.0*
•
Content
(Standard Component)
1A 23.0** •
2A 5.0*
•
2A 6.0*
2A 24.0
•
•
•
2A 25.0
•
Students solve and graph quadratic equations by factoring, completing
the square, or using the quadratic formula.
Students solve quadratic equations in the complex number system.
Students demonstrate and explain the effect that changing a coefficient
has on the graph of quadratic functions; that is, students can determine
how the graph of a parabola changes as a, b and c vary in the equation
y = a ( x − b) 2 − c
Students graph quadratic functions and determine the maxima, minima,
and zeros of the function.
Students apply quadratic equations to physical problems, such as the
motion of an object under the force of gravity.
Students demonstrate knowledge of how real and complex numbers are
related both arithmetically and graphically.
Students can plot complex numbers as points in the plane.
Students add, subtract, multiply and divide complex numbers.
Students solve problems involving functional concepts, such as
composition and performing arithmetic operations on functions.
Students use properties from number systems to justify steps in
combining and simplifying functions.
Holt Chapter
and Section
Support Resources
5.1 – 5.6
5.9, 5.8**
9.4
Mathematics Framework for California Public Schools, California Department of Education, © 2006
Algebra 2 (CA Edition), Holt, Rinehart, and Winston, © 2008
6 = 6th Grade Standard, 7 = 7th Grade Standard, 1A = Algebra 1 Standard, G = Geometry Standard
2A = Algebra 2 Standard, TR = Trigonometry Standard
* Key Standard
** Not an essential standard component.
Page 3
Secondary Education
Revised August 2012
San Bernardino City Unified School District
Scope and Sequence
High School Algebra 2 – Holt
Semester 1
Pacing
Weeks
15-16
CA
Standard
Number
2A 11.1*
•
2A 11.2*
•
2A 12.0*
•
2A 13.0
•
2A 14.0
•
2A 15.0*
•
2A 24.0
•
Content
(Standard Component)
Students understand the inverse relationship between exponents and
logarithms, and use this relationship to solve problems involving
logarithms and exponents.
Students judge the validity of an argument according to whether the
properties of exponents and logarithms have been applied correctly at
each step.
Students understand exponential functions and use these functions in
problems involving exponential growth and decay.
Students use the definition of logarithms to translate between logarithms
in any base.
Students understand and use the properties of logarithms to simplify
logarithmic numeric expressions and to identify their approximate
values.
Students determine whether a specific algebraic statement involving
rational expressions, radical expressions, logarithmic functions, or
exponential functions is sometimes true, always true, or never true.
Students solve problems involving functional concepts, such as
composition and defining the inverse function.
Holt Chapter
and Section
7.1, 7-2, 9.5,
7.3 – 7-8
Support Resources
Power Presentation
One-Stop Planner
Multilingual Glossary
Chapter Resource File
Alternate Openers
Week 17 & 18 BENCHMARK #2
Weeks
17-18
1.0*, 2.0*, 5.0*, 6.0*, 8.0*, 9.0*, 10.0*, 12.0*, 13.0, 14.0, 15.0*, 22.0, 23.0*, 24.0, 25.0
Review and take Final Exams
ExamView Test Generator
Assessment Resources
MindPoint Quiz Show
END OF SEMESTER 1
Mathematics Framework for California Public Schools, California Department of Education, © 2006
Algebra 2 (CA Edition), Holt, Rinehart, and Winston, © 2008
6 = 6th Grade Standard, 7 = 7th Grade Standard, 1A = Algebra 1 Standard, G = Geometry Standard
2A = Algebra 2 Standard, TR = Trigonometry Standard
* Key Standard
** Not an essential standard component.
Page 4
Secondary Education
Revised August 2012
San Bernardino City Unified School District
Scope and Sequence
High School Algebra 2 – Holt
Semester 2
Pacing
Week 1
Weeks
2-4
Week 5
CA
Standard
Number
2A 21.0
•
2A 22.0
•
2A 23.0*
•
2A 3.0*
•
2A 4.0*
•
2A 10.0*
•
2A 20.0*
•
7AF4.2**
2A 7.0*
•
•
2A 15.0*
•
Content
(Standard Component)
Students apply the method of mathematical induction to prove general
statements about the positive integers.
Students find the general term and the sums of both finite and infinite
geometric series.
Students derive the summation formulas for both finite and infinite
geometric series.
Students are adept at operations on polynomials, including long
division.
Students factor polynomials representing the difference of squares,
perfect square trinomials, and the sum and difference of two cubes.
Students graph quadratic functions and determine the maxima, minima,
and the zeros of the function.
Students know the binomial theorem and use it to expand binomial
expressions that are raised to positive integer powers.
Solve multistep problems involving variation problems.
Students add, subtract, multiply, divide, reduce, and evaluate rational
expressions with monomial and polynomial denominators and simplify
complicated rational expressions.
Students determine whether a specific algebraic statement involving
rational expressions is sometimes true, always true, or never true.
Holt Chapter
and Section
12.4, 12.5
Support Resources
Power Presentation
One-Stop Planner
Multilingual Glossary
Chapter Resource File
Alternate Openers
6.1 – 6.8
6.9**
8.1**
8.2 – 8.3
Mathematics Framework for California Public Schools, California Department of Education, © 2006
Algebra 2 (CA Edition), Holt, Rinehart, and Winston, © 2008
6 = 6th Grade Standard, 7 = 7th Grade Standard, 1A = Algebra 1 Standard, G = Geometry Standard
2A = Algebra 2 Standard, TR = Trigonometry Standard
* Key Standard
** Not an essential standard component.
Page 5
Secondary Education
Revised August 2012
San Bernardino City Unified School District
Scope and Sequence
High School Algebra 2 – Holt
Semester 2
Pacing
Weeks
6-7
CA
Standard
Number
2A 12.0*
2A 15.0*
•
•
Content
(Standard Component)
Holt Chapter
and Section
Students know the laws of fractional exponents
Students determine whether a specific algebraic statement involving
rational expressions, radical expressions or logarithmic or exponential
functions is sometimes true, always true, or never true.
8.4, 8.5**
8.6 – 8.8
Support Resources
Power Presentation
One-Stop Planner
Multilingual Glossary
Chapter Resource File
Alternate Openers
Week 8 - 10 Benchmark #3 (Emphasizes standards 6.0, 7.0, 8.0, 9.0, 13.0, 14.0)
Weeks
8-10
6SDAP1.1 •
6SDAP3.5 •
2A 18.0* •
2A 19.0*
2A 20.0*
•
•
Students compute the range, mean, median, and mode of data sets.
Understand the difference between independent and dependent events.
Students use fundamental counting principles to compute combinations
and permutations.
Students use combinations and permutations to compute probabilities.
Students know the binomial theorem and use it to expand binomial
expressions that are raised to positive integer powers.
11.1 – 11.6
Mathematics Framework for California Public Schools, California Department of Education, © 2006
Algebra 2 (CA Edition), Holt, Rinehart, and Winston, © 2008
6 = 6th Grade Standard, 7 = 7th Grade Standard, 1A = Algebra 1 Standard, G = Geometry Standard
2A = Algebra 2 Standard, TR = Trigonometry Standard
* Key Standard
** Not an essential standard component.
Page 6
Secondary Education
Revised August 2012
San Bernardino City Unified School District
Scope and Sequence
High School Algebra 2 – Holt
Semester 2
Pacing
CA
Standard
Number
Weeks
11-12
2A 1.0*
2A 2.0*
•
•
2A 3.0*
2A 4.0*
•
•
2A 5.0*
•
2A 6.0*
2A 7.0*
•
•
2A 8.0*
•
2A 9.0*
•
2A 10.0*
•
Content
(Standard Component)
Holt Chapter
and Section
CST Review
Students solve equations and inequalities involving absolute value.
Students solve systems of linear equations and inequalities (in two or three variables) by
substitution, with graphs, or with matrices.
Students are adept at operations on polynomials, including long division.
Students factor polynomials representing the difference of squares, perfect square
trinomials, and the sum and difference of two cubes.
Students demonstrate knowledge of how real and complex numbers are related both
arithmetically and graphically. In particular, they can plot complex numbers as points in the
plane.
Students add, subtract, multiply, and divide complex numbers.
Students add, subtract, multiply, divide, reduce, and evaluate rational expressions with
monomial and polynomial denominators and simplify complicated rational expressions,
including those with negative exponents in the denominator.
Students solve and graph quadratic equations by factoring, completing the square, or using
the quadratic formula. Students apply these techniques in solving word problems. They also
solve quadratic equations in the complex number system.
Students demonstrate and explain the effect that changing a coefficient has on the graph of
quadratic functions; that is, students can determine how the graph of a parabola changes as
a, b, and c vary in the equation y = a ( x − b) 2 − c .
Students graph quadratic functions and determine the maxima, minima, and zeros of the
function.
Support Resources
ExamView Test
Generator
Assessment Resources
MindPoint Quiz Show
Mathematics Framework for California Public Schools, California Department of Education, © 2006
Algebra 2 (CA Edition), Holt, Rinehart, and Winston, © 2008
6 = 6th Grade Standard, 7 = 7th Grade Standard, 1A = Algebra 1 Standard, G = Geometry Standard
2A = Algebra 2 Standard, TR = Trigonometry Standard
* Key Standard
** Not an essential standard component.
Page 7
Secondary Education
Revised August 2012
San Bernardino City Unified School District
Scope and Sequence
High School Algebra 2 – Holt
Semester 2
Pacing
Weeks
11-12
(cont.)
CA
Standard
Number
2A 11.1*
•
Students understand the inverse relationship between exponents and logarithms, and use
this relationship to solve problems involving logarithms and exponents.
2A 11.2*
•
2A 12.0*
•
2A 15.0*
•
2A 18.0*
2A 19.0*
2A 20.0*
•
•
•
2A 23.0*
•
Students judge the validity of an argument according to whether the properties of real
numbers, exponents, and logarithms have been applied correctly at each step.
Students know the laws of fractional exponents, understand exponential functions, and use
these functions in problems involving exponential growth and decay.
Students determine whether a specific algebraic statement involving rational expressions,
radical expressions, or logarithmic or exponential functions is sometimes true, always true,
or never true.
Students use fundamental counting principles to compute combinations and permutations.
Students use combinations and permutations to compute probabilities.
Students know the binomial theorem and use it to expand binomial expressions that are
raised to positive integer powers.
Students derive the summation formulas for arithmetic series and for both finite and infinite
geometric series.
Content
(Standard Component)
Holt Chapter
and Section
Support Resources
ExamView Test
Generator
Assessment Resources
MindPoint Quiz Show
Mathematics Framework for California Public Schools, California Department of Education, © 2006
Algebra 2 (CA Edition), Holt, Rinehart, and Winston, © 2008
6 = 6th Grade Standard, 7 = 7th Grade Standard, 1A = Algebra 1 Standard, G = Geometry Standard
2A = Algebra 2 Standard, TR = Trigonometry Standard
* Key Standard
** Not an essential standard component.
Page 8
Secondary Education
Revised August 2012
San Bernardino City Unified School District
Scope and Sequence
High School Algebra 2 – Holt
Semester 2
Pacing
Weeks
13-15
Week
16
CA
Standard
Number
16.0**
•
17.0**
•
G 19.0
•
•
G 20.0
•
TR 2.0
•
TR 8.0
•
TR 9.0
•
TR 13.0
•
Content
(Standard Component)
Students demonstrate and explain how the geometry of the graph of a
conic section (e.g., asymptotes, foci, eccentricity) depends on the
coefficients of the quadratic equation representing it.
Given a quadratic equation of the form ax 2 + by 2 + cx + dy + e = 0 ,
students can use the method for completing the square to put the
equation into standard form and can recognize whether the graph of the
equation is a circle, ellipse, parabola, or hyperbola.
Students can graph an equation of the form ax 2 + by 2 + cx + dy + e = 0 .
Students use trigonometric functions to solve for an unknown length of
a side of a right triangle, given an angle and a length of a side.
Students know and are able to use angle and side relationships in
problems with special right triangles, such as 30°, 60°, and 90° triangles
and 45°, 45°, and 90° triangles.
Students know the definition of sine and cosine as y- and x- coordinates
of points on the unit circle and are familiar with the graphs of the sine
and cosine functions.
Students know the definitions of the inverse trigonometric functions and
can graph the functions.
Students compute, by hand, the values of the trigonometric functions
and the inverse trigonometric functions at various standard points.
Students know the law of sines and the law of cosines and apply those
laws to solve problems.
Holt Chapter
and Section
10.1 – 10.6
Support Resources
Power Presentation
One-Stop Planner
Multilingual Glossary
Chapter Resource File
Alternate Openers
13.1 – 13.6
Mathematics Framework for California Public Schools, California Department of Education, © 2006
Algebra 2 (CA Edition), Holt, Rinehart, and Winston, © 2008
6 = 6th Grade Standard, 7 = 7th Grade Standard, 1A = Algebra 1 Standard, G = Geometry Standard
2A = Algebra 2 Standard, TR = Trigonometry Standard
* Key Standard
** Not an essential standard component.
Page 9
Secondary Education
Revised August 2012
San Bernardino City Unified School District
Scope and Sequence
High School Algebra 2 – Holt
Semester 2
Pacing
Weeks
17-18
CA
Content
Standard
(Standard Component)
Number
Algebra 2: 1.0*, 2.0*, 3.0*, 4.0*, 5.0*, 6.0*, 7.0*, 8.0*, 9.0*, 10.0*, 12.0*, 13.0, 14.0,
15.0*, 16.0, 17.0, 18.0*, 19.0*, 20.0*, 22.0, 23.0*, 24.0, 25.0
Probability & Statistics: 1.0, 2.0
Review and take Final Exams
END OF SEMESTER 2
Holt Chapter
and Section
Support Resources
ExamView Test Generator
Assessment Resources
MindPoint Quiz Show
Mathematics Framework for California Public Schools, California Department of Education, © 2006
Algebra 2 (CA Edition), Holt, Rinehart, and Winston, © 2008
6 = 6th Grade Standard, 7 = 7th Grade Standard, 1A = Algebra 1 Standard, G = Geometry Standard
2A = Algebra 2 Standard, TR = Trigonometry Standard
* Key Standard
** Not an essential standard component.
Page 10
Secondary Education
Revised August 2012