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The School District of Palm Beach County ALGEBRA 2 HONORS Sections 1 & 2: Function Overview and Linear Functions 2016 - 2017 Topic & Suggested Pacing Standards Mathematics Florida Standards MAFS.912.A-APR.1.1 MAFS.912.A-APR.4.6 MAFS.912.A-CED.1.1 MAFS.912.A-CED.1.2 MAFS.912.A-CED.1.3 MAFS.912.A-CED.1.4 MAFS.912.A-REI.1.1 MAFS.912.A-REI.3.6 MAFS.912.A-REI.4.11 Understand that polynomials form a system analogous to the integers; namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational, absolute, and exponential functions. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. Represent constraints by equations or inequalities and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. Rearrange formulas to highlight a quantity of interest using the same reasoning as in solving equations. For example, rearrange Ohm’s law, V = IR, to highlight resistance, R. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately (e.g., using technology to graph the functions, make tables of values, or find successive approximations). MAFS.912.A-SSE.1.1 Interpret expressions that represent a quantity in terms of its context. ★ a. Interpret parts of an expression, such as terms, factors, and coefficients. b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1 + r)n as the product of P and a factor not depending on P. MAFS.912.F-BF.1.1 Write a function that describes a relationship between two quantities. a. Determine an explicit expression, a recursive process, or steps for calculation from a context. b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. c. Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time. MAFS.912.F-BF.2.3 Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. MAFS.912.F-BF.2.4 Find inverse functions. a. Solve an equation of the form f(x) = c for a simple function, f, that has an inverse and write an expression for the inverse. For example, f(x) =2x³ or f(x) = (x+1)/(x–1) for x ≠ 1. b. Verify by composition that one function is the inverse of another. c. Read values of an inverse function from a graph or a table, given that the function has an inverse. d. Produce an invertible function from a non-invertible function by restricting the domain. MAFS.912.F-IF.2.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. Student Target Core Students will… August 16 - September 8 • add and subtract polynomial functions. • multiply polynomial functions. Adding Functions • rewrite a rational expression as the quotient in the form of a polynomial added to the remainder divided by the divisor. Multiplying Functions • use polynomial long division to divide a polynomial by a polynomial. • use synthetic division as a method of rewriting rational expressions when the Dividing Functions divisor is in the form x-c. • write a function to model a real-world context by composing functions and the Using Synthetic Division to information within the context. Divide Functions • use a graph or a table of a function to determine values of the function’s inverse. Compositions of Functions • find the inverse of a function. • use compositions to determine if two functions are inverses. Inverse Functions • restrict domains to create invertible functions. • determine if functions are even or odd by examining equations, tables, and Recognizing Even and Odd graphs. Functions • review key features of graphs of functions. (solutions, y-intercepts, positive/negative, increasing/decreasing, maximum, minimum,). Key Features of Graphs of • review transformations of functions and multiple transformations on a function. Functions • justify the steps to solve equations. • create and solve equations representing real-world situations. Transformations of Functions • interpret expressions and what the terms represent. • solve equations with multiple variables for a specific variable. Linear Equations in One • represent real-world situations with linear functions. Variable • graph functions and interpret key features of the graph. • review the key features of linear functions. Linear Equations and • classify linear functions as even, odd, or neither. Inequalities in Two Variables • find the inverse of a linear function, if it exists. • solve systems by graphing and substitution. Key Features of Linear • solve systems using the elimination method. Functions • interpret different terms in a system of equations. • explore why the x-coordinates of the points where the graphs of the equations Classifying Linear Functions and y=f(x) and y=g(x) intersect are the solutions of the equation f(x)=g(x). Finding Inverses • write and solve systems of linear equations in three variables that represent realworld situations. Solving Linear Systems • create systems of linear inequalities from real-world situations. Investigating Graphing, Substitution, and Elimination Solving Linear Systems Using Elimination Solving Linear Systems Using Substitution Systems of Linear Equations in Three Variables Systems of Linear Inequalities 1 of 14 Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education July 7, 2017 Math Nation 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 Solving Linear Systems Using Elimination Solving Linear Systems Using Substitution MAFS.912.F-IF.3.7 MAFS.912.F-LE.2.5 Graph functions expressed symbolically and show key features of the graph by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. c. Graph polynomial functions, identifying zeros when suitable factorizations are available and showing end behavior. d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available and showing end behavior. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude and using phase shift. Systems of Linear Equations in Three Variables Systems of Linear Inequalities Interpret the parameters in a linear or exponential function in terms of a context. FSQ Sections 1 - 2 2 of 14 Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education July 7, 2017 The School District of Palm Beach County ALGEBRA 2 HONORS Section 3: Piecewise-Defined Functions 2016 - 2017 Topic & Suggested Pacing September 9 - September 19 Standards Mathematics Florida Standards MAFS.912.A-CED.1.2 MAFS.912.F-BF.2.3 MAFS.912.F-IF.2.4 MAFS.912.F-IF.3.7 Student Target Core Students will… Math Nation 3.1 3.2 3.3 3.4 3.5 3.6 3.7 • evaluate piecewise-defined functions. • will define key features for graphs of piecewise-defined functions. • graph piece-wise defined functions. Graphing and Writing Piecewise- • will write piece-wise defined functions and describe key features of the graphs. Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and • will write and graph the functions that represent real world examples of Defined Functions negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the piecewise-defined functions. graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. • will write absolute value functions as piecewise-defined functions. Real-World Examples of Piecewise- Defined Functions • will write and graph absolute value functions. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the • graph transformations of piecewise-defined functions. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. quantities and sketch graphs showing key features given a verbal description of the relationship. Introduction to PiecewiseDefined Functions Absolute Value Functions Graph functions expressed symbolically and show key features of the graph by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. c. Graph polynomial functions, identifying zeros when suitable factorizations are available and showing end behavior. d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available and showing end behavior. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude and using phase shift. Transformations of PiecewiseDefined Functions USA Sections 1 - 3 3 of 14 Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education July 7, 2017 The School District of Palm Beach County ALGEBRA 2 HONORS Sections 4 & 5: Quadratic Functions Part 1 and Part 2 2016 - 2017 Topic & Suggested Pacing September 23 - October 31 Standards Mathematics Florida Standards MAFS.912.A-CED.1.1 MAFS.912.A-CED.1.2 MAFS.912.A-REI.1.1 MAFS.912.A-REI.2.4 MAFS.912.A-REI.3.7 MAFS.912.A.REI.4.11 MAFS.912.A-SSE.2.3 MAFS.912.F-BF.2.3 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational, absolute, and exponential functions. Real-Life Examples of Quadratic Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate Functions axes with labels and scales. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, Solving Quadratic Equations by starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution Factoring method. Solve quadratic equations in one variable. Solving Quadratic Equations by a. Use the method of completing the square to transform any quadratic equation in x into an equation of the Factoring – Special Cases form (x – p)² = q that has the same solutions. Derive the quadratic formula from this form. b. Solve quadratic equations by inspection (e.g., for x² = 49), taking square roots, completing the square, the Complex Numbers quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b. Solving Quadratic Equations by Completing the Square Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = - 3x and the circle x² + y² = 3. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately (e.g., using technology to graph the functions, make tables of values, or find successive approximations). Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. a. Factor a quadratic expression to reveal the zeros of the function it defines. b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. c. Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15t can be rewritten as (1.15t/12)12t ≈ 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%. Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. Solving Quadratics Using the Quadratic Formula Graphing Quadratics in Standard Form Writing Quadratic Equations in Standard Form from a Graph Graphing Quadratics in Vertex Form Student Target Core Students will … • determine and relate the key features of a function within a real-world context by examining the function’s graph. • factor a quadratic expression to find the solutions. • factor perfect square trinomials and the difference of two squares. • use i to represent imaginary numbers. • will add, subtract, and multiply complex numbers. • use i^2=-1 to write an answer as a complex number. • transform a quadratic equation by completing the square and then solve the equation by taking the square root. • use the quadratic formula to solve quadratics. • identify the key features of a quadratic function. • will use key features of a quadratic function to sketch its graph. • use key features of the graph of a quadratic equaion to write the equation represented by the graph. • write functions in vertex form. • use the vertex and other features to write the equation of a quadratic in vertex form. • write quadratic equations in different forms. • use the relationship between the directrix and focus of a parabola to write the equation of the parabola. • solve systems of equations that contain linear and quadratic equations. • solve systems of two quadratic equations. • graph transformations of quadratic functions. • classify quadratic functions as even, odd, or neither. • will find inverses of quadratic functions and restrict domains to produce an invertible function. Writing Quadratics in Vertex Form from a Graph Converting Quadratic Equations Writing Quadratic Equations When Given a Focus and Directrix Systems of Equations with Quadratics Transformations with Quadratic Functions Key Features of Quadratic Functions Classifying Quadratic Functions and Finding Inverses 4 of 14 Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education July 7, 2017 Math Nation 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 5.12 Writing Quadratics in Vertex Form from a Graph MAFS.912.F-BF.2.4 MAFS.912.F-IF.2.4 MAFS.912.F-IF.3.7 MAFS.912.F-IF.3.8 Find inverse functions. a. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2 x³ or f(x) = (x+1)/(x–1) for x ≠ 1. b. Verify by composition that one function is the inverse of another. c. Read values of an inverse function from a graph or a table, given that the function has an inverse. d. Produce an invertible function from a non-invertible function by restricting the domain. Graph functions expressed symbolically and show key features of the graph by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. c. Graph polynomial functions, identifying zeros when suitable factorizations are available and showing end behavior. d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available and showing end behavior. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude and using phase shift. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. MAFS.912.N-CN.1.1 Know there is a complex number i such that i² = –1 , and every complex number has the form a + bi with a and b real. MAFS.912.N-CN.3.7 Functions Key Features of Quadratic Functions Classifying Quadratic Functions and Finding Inverses a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context. b. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as t y = (1.02) , t y = (0.97) , t y 12 = (1.01) , and 10 (1.2) t y = and classify them as representing exponential growth or decay. MAFS.912.G-GPE.1.2 MAFS.912.N-CN.1.2 Writing Quadratic Equations When Given a Focus and Directrix Systems of Equations with For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the Quadratics quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; Transformations with Quadratic symmetries; end behavior; and periodicity. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum. Derive the equation of a parabola given a focus and directrix. MAFS.912.F-IF.3.9 Converting Quadratic Equations Use the relation i² = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers. Solve quadratic equations with real coefficients that have complex solutions. FSQ Sections 4 - 5 5 of 14 Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education July 7, 2017 The School District of Palm Beach County ALGEBRA 2 HONORS Section 6: Polynomial Functions 2016 - 2017 Topic & Suggested Pacing Standards Mathematics Florida Standards MAFS.912.A-APR.1.1 MAFS.912.A-APR.2.3 MAFS.912.A-APR.3.4 MAFS.912.A-SSE.1.2 MAFS.912.A.SSE.2.3 MAFS.912.F-IF.2.4 MAFS.912.F-IF.2.6 MAFS.912.A-F-IF.3.7 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. Identify zeros of polynomials when suitable factorizations are available and use the zeros to construct a rough graph of the function defined by the polynomial. Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x² + y²)² = (x² – y²)² + (2xy)² can be used to generate Pythagorean triples. November 1 – November 17 Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4, as (x²)² – (y²)², thus recognizing it as a difference of squares that can be factored as (x² – y²)(x² + y²). Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. a. Factor a quadratic expression to reveal the zeros of the function it defines. b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. c. Use the properties of exponents to transform expressions for exponential functions. For example, the expression 1.15t can be rewritten as (1.151/12) 12 ≈ (1.012)12t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%. Polynomial Identities Classifying Polynomials and Closure Property Recognizing End Behavior of Graphs of Polynomials Using Successive Differences Student Target Core Students will … Math Nation 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 • classify polynomials. • explain how the closure property is applied to polynomials. • prove polynomial identities. • use polynomial identities to write equivalent expressions and describe numerical relationships. • describe the end behavior of polynomial functions. • use rate of change and successive differences of different polynomial functions to classify polynomial functions. • identify zeroes of polynomial functions and how this relates to the degree of the function. • factor polynomials of higher degrees. • sketch the graphs of polynomial functions of higher degrees. Understanding Zeroes of Polynomials Factoring Polynomials For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities and sketch graphs showing key features given a verbal description of the relationship. Key features include: Sketching Graphing Polynomials intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. Graph functions expressed symbolically and show key features of the graph by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. c. Graph polynomial functions, identifying zeros when suitable factorizations are available and showing end behavior. d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available and showing end behavior. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude and using phase shift. USA Sections 4 - 6 6 of 14 Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education July 7, 2017 The School District of Palm Beach County ALGEBRA 2 HONORS Section 7: Rational Expressions and Equations 2016 - 2017 Topic & Suggested Pacing November 28 – December 2 Standards Mathematics Florida Standards MAFS.912.A-APR.2.2 MAFS.912.A-CED.1.1 MAFS.912.A-CED.1.3 Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x). Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions and simple rational, absolute, and exponential functions. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. MAFS.912.A-REI.1.2 Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. MAFS.912.A-REI.4.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately (e.g., using technology to graph the functions, make tables of values, or find successive approximations). Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. MAFS.912.F-IF.3.7 Graph functions expressed symbolically and show key features of the graph by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. c. Graph polynomial functions, identifying zeros when suitable factorizations are available and showing end behavior. d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available and showing end behavior. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude and using phase shift. MAFS.912.F-IF.3.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum. The Remainder Theorem Solving Rational Equations Solving Systems of Rational Equations Student Target Core Students will… • understand and apply the remainder theorem to determine if an expression is a factor of a polynomial function. • solve a rational equation in one variable. • solve a system of rational equations. • use rational equations solve real-world situations. • identify the key features of rational functions. • use the key features of rational functions to graph the functions. Math Nation Using Rational Equations to Solve Real World Problems Graphing Rational Functions FSQ Section 7 7 of 14 Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education July 7, 2017 7.1 7.2 7.3 7.4 7.5 The School District of Palm Beach County ALGEBRA 2 HONORS Section 8: Expressions and Equations with Radicals and Rational Exponents 2016 - 2017 Topic & Suggested Pacing January 9 – January 19 Standards Mathematics Florida Standards MAFS.912.A-CED.1.1 MAFS.912.A-CED.1.4 MAFS.912.A.REI.1.2 MAFS.912.F-BF-2.3 MAFS.912.F-IF.2.4 MAFS.912.F-IF.2.5 MAFS.912.F-IF.3.7 MAFS.912.F-IF.3.9 MAFS.912.N-RN.1.1 MAFS.912.N-RN.1.2 Student Target Core Students will… • understand rational exponents using the properties of integer exponents. Expressions with Radicals and • convert between expressions with radicals and rational exponents. Rational Exponents • write and solve equations with radicals and rational exponents. • understand and identify extraneous solutions. Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. Solving Equations with Radicals • graph square root and cube root functions. and Rational Exponents • use the graphs of square root and cube root functions to solve real-world Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and problems. negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. Graphing Square Root and Cube • graph transformations of square root and cube root functions. Root Functions For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions and simple rational, absolute, and exponential functions. Rearrange formulas to highlight a quantity of interest using the same reasoning as in solving equations. For example, rearrange Ohm’s law, V = IR, to highlight resistance, R. quantities and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. Graph functions expressed symbolically and show key features of the graph by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. c. Graph polynomial functions, identifying zeros when suitable factorizations are available and showing end behavior. d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available and showing end behavior. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude and using phase shift. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. Rewrite expressions involving radicals and rational exponents using the properties of exponents. USA Sections 7 - 8 8 of 14 Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education July 7, 2017 Math Nation 8.1 8.2 8.3 8.4 8.5 8.6 The School District of Palm Beach County ALGEBRA 2 HONORS Section 9: Exponential and Logarithmic Functions 2016 - 2017 Topic & Suggested Pacing Standards Mathematics Florida Standards MAFS.912.A-CED.1.1 MAFS.912.A-CED.1.2 MAFS.912.A-CED.1.3 MAFS.912.A-REI.4.11 MAFS.912.A-SSE.1.1 MAFS.912.A-SSE.2.3 Core Students will… • solve problems involving exponential growth and decay in the context of realworld situations. • write an exponential equation in one variable that represents a real-world context. • solve an exponential equation in one variable that represents a real-world context. • identify the quantities in a real-world situation that should be represented by distinct variables. • write exponential functions in equivalent forms to make observations about what the function represents in a real-world context. Graphing Exponential Functions • derive Euler's Number. • graph exponential functions. Transformations of Exponential • find the solution for a system of exponential functions. Functions • graph transformations of exponential functions. • identify the key features of exponential functions. Key Features of Exponential • discover that a logarithmic function is the inverse of an exponential function. Functions • graph logarithmic functions. • extend their knowledge of logarithms to bases other than 10. Logarithmic Functions • use the Change of Base formula. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and January 25 – February 10 quadratic functions and simple rational, absolute, and exponential functions. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate Real World Exponential Growth axes with labels and scales. and Decay Represent constraints by equations or inequalities and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost Interpreting Exponential constraints on combinations of different foods. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions Equations of the equation f(x) = g(x); find the solutions approximately (e.g., using technology to graph the functions, make tables of values, or find successive approximations). Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute Euler's Number value, exponential, and logarithmic functions. Interpret expressions that represent a quantity in terms of its context. a. Interpret parts of an expression, such as terms, factors, and coefficients. b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r) n as the product of P and a factor not depending on P. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. a. Factor a quadratic expression to reveal the zeros of the function it defines. b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. c. Use the properties of exponents to transform expressions for exponential functions. For example, the expression 1.15t can be rewritten as (1.151/12) 12 ≈ (1.012)12t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%. MAFS.912.F-BF.2.3 Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. MAFS.912.F-BF.2.4 Find inverse functions. a. Solve an equation of the form f(x) = c for a simple function, f, that has an inverse and write an expression for the inverse. For example, f(x) =2x³ or f(x) = (x+1)/(x–1) for x ≠ 1. b. Verify by composition that one function is the inverse of another. c. Read values of an inverse function from a graph or a table, given that the function has an inverse. d. Produce an invertible function from a non-invertible function by restricting the domain. MAFS.912.F-BF.2.a Use the change of base formula. MAFS.912.F-IF.2.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. MAFS.912.F-IF.3.7 Graph functions expressed symbolically and show key features of the graph by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. c. Graph polynomial functions, identifying zeros when suitable factorizations are available and showing end behavior. d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available and showing end behavior. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude and using phase shift. 9 of 14 Student Target Common and Natural Logarithms Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education July 7, 2017 Math Nation 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 9.10 MAFS.912.F-IF.3.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context. b. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as t y = (1.02) , t y = (0.97) , t y 12 = (1.01) , and 10 (1.2) t y = and classify them as representing exponential growth or decay. MAFS.912.F-LE.1.4 For exponential models, express as a logarithm the solution to abct = d, where a, c, and d are numbers and the base, b, is 2, 10, or e; evaluate the logarithm using technology. MAFS.912.F-LE.2.5 Interpret the parameters in a linear or exponential function in terms of a context. 10 of 14 FSQ Section 9 Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education July 7, 2017 The School District of Palm Beach County ALGEBRA 2 HONORS Section 10: Sequences and Series 2016 - 2017 Topic & Suggested Pacing Standards Mathematics Florida Standards MAFS.912.A-SSE.2.4 MAFS.912.F-BF.1.1 MAFS.912.F-BF.1.2 February 13 – February 21 Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments . Write a function that describes a relationship between two quantities. a. Determine an explicit expression, a recursive process, or steps for calculation from a context. b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. c. Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time. Arithmetic Sequences Geometric Sequences Introduction to Geometric Series Sum of Geometric Series Calculating Loan Payments Student Target Core Students will … • write an explicit and recursive formula for an arithmetic sequence. • apply an explicit or recursive formula for an arithmetic sequence to real-world situations. • write an explicit and recursive formula for a geometric sequence. • apply an explicit or recursive formula for a geometric sequence to real-world situations. • derive the formula for the sum of a finite geometric series with a common ratio not equal to 1. • apply the formula for the sum of a finite geometric series. • use the formula for the sum of a finite geometric series to calculate loan payments. Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms USA Sections 9 - 10 11 of 14 Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education July 7, 2017 Math Nation 10.1 10.2 11.3 10.4 10.5 10.6 10.7 10.8 The School District of Palm Beach County ALGEBRA 2 HONORS Sections 11 & 12: Probability and Statistics 2016 - 2017 Topic & Suggested Pacing February 27 – March 16 Standards Mathematics Florida Standards MAFS.912.S-CP.1.1 Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”). MAFS.912.S-CP.1.2 Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent MAFS.912.S-CP.1.3 MAFS.912.S-CP.1.4 MAFS.912.S-CP.1.5 MAFS.912.S-CP.2.6 MAFS.912.S-CP.2.7 MAFS.912.S-IC.1.1 MAFS.912.S-IC.2.3 MAFS.912.S-IC.2.6 MAFS.912.S-ID.1.4 Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A and the conditional probability of B given A is the same as the probability of B. Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results. Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer. Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model. Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model. Understand statistics as a process for making inferences about population parameters based on a random sample from that population. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. Evaluate reports based on data. Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. Student Target Students will … • identify the basic elements of Venn diagrams including intersection, union, and Sets and Venn Diagrams complement. • create and analyze Venn diagrams using the various components of intersection, Probability and the Addition union, and complement. Rule • find the probability of one event taking place. • apply the addition rule to find the probability that one event OR a separate Probability and Independence event will take place. • determine whether or not two events are dependent or independent. Conditional Probability • use independence when calculating the probabilities of events. • find the conditional probability of various real-world situations. Two-Way Frequency Tables • determine and justify the independence of two events. • find and interpret probability from a two-way frequency table. Statistics and Parameters • create two-way frequency tables. • identify the population, sample, variable of interest, parameters, and statistics Statistical Studies of interest in various real-world situations. • learn the different ways to gather data, as well as the 3 principles of The Normal Distribution experimental design. • identify the best method of data collection in different situations. • identify bias in various sampling techniques, and determine which sampling techniques work for differing situations. • use the Empirical Rule to determine the percentage of values between two data points. • calculate and interpret the z-score in various real-world situations. • find the probability that an event will occur using the mean and standard deviation to calculate the z-score. • interpret data using z-core and the Empirical Rule. Core Math Nation 11.1 11.2 11.3 11.4 11.5 11.6 11.7 11.8 12.1 12.2 12.3 12.4 12.5 12.6 FSQ Sections 11 - 12 The School District of Palm Beach County ALGEBRA 2 HONORS Sections 13 & 14: Trigonometry Parts 1 & 2 2016 - 2017 Standards Mathematics Florida Standards MAFS.912.F-TF.1.1 12 of 14 Topic & Suggested Pacing March 27 – April 7 Student Target Core Students will … Math • find the angle measures of angles formed by rays intersecting the unit circle. Nation The Unit Circle • find coordinates on the unit circle. 13.1 Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle; • find missing angles and radian measures on a unit circle using knowledge of 13.2 convert between degrees and radians. Radian Measure converting between degrees and radians. 13.3 • find missing angles and radian measures on a unit circle using knowledge of 13.4 More Conversions with Radians special right triangles and reference angles. 13.5 • find equivalent forms of trigonometric functions by converting between degrees 13.6 Arc Measure and radians. 14.1 • find the length of the arc on the unit circle subtended by the angle. 14.2 Pythagorean Identity • use arc length to find the measure of a central angle. 14.3 Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education July 7, 2017 • prove the Pythagorean Identity, and use it to calculate trigonometric ratios. 14.4 Sine and Cosine Graph • explore periodic functions and identify the period, amplitude, frequency and 14.5 midline, and use special right triangle ratios to graph trigonometric functions. The Unit Circle MAFS.912.F-TF.1.2 MAFS.912.F-TF.2.5 MAFS.912.F-TF.3.8 • find coordinates on the unit circle. • find missing angles and radian measures on a unit circle using knowledge of Radian Measure converting between degrees and radians. • find missing angles and radian measures on a unit circle using knowledge of More Conversions with Radians special right triangles and reference angles. • find equivalent forms of trigonometric functions by converting between degrees Arc Measure and radians. Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real • find the length of the arc on the unit circle subtended by the angle. numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle. Pythagorean Identity • use arc length to find the measure of a central angle. • prove the Pythagorean Identity, and use it to calculate trigonometric ratios. Sine and Cosine Graph • explore periodic functions and identify the period, amplitude, frequency and midline, and use special right triangle ratios to graph trigonometric functions. Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. Transformations of • graph trigonometric functions. Trigonometric Functions • identify key features of trigonometric functions including period, amplitude and frequency. Modeling with Trigonometric • solve real-world problems using trigonometric functions. Graphs Prove the Pythagorean identity FSQ Sections 13 - 14 13 of 14 Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education July 7, 2017 13.1 13.2 13.3 13.4 13.5 13.6 14.1 14.2 14.3 14.4 14.5 The School District of Palm Beach County ALGEBRA 2 HONORS Post-Assessment Content 2016 - 2017 Topic & Suggested Pacing May 8 – May 26 Standards Mathematics Florida Standards MAFS.912.A-APR.3.5 Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle. MAFS.912.A-APR.4.7 Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions. MAFS.912.N-CN.3.8 Extend polynomial identities to the complex numbers. For example, rewrite x² + 4 as (x + 2i)(x – 2i). MAFS.912.N-CN.3.8 Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials. MAFS.912.S-CP.2.8 Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model. Student Target Core Students will … • • know and apply the Binomial Theorem for the expansion of (x + y)^n in Apply the Fundamental powers of x and y for a positive integer n, where x and y are any numbers: (x + Theorem of algebra y)^n = nC0a^nb^0 + nC1a^(n-1)b^1 + nC2a^(n-2)b^2 +...+ nCna^0b^n. • explain why adding, subtracting, multiplying two rational expressions, and Analyze Graphs of Polynomial dividing a rational expression by a non-zero rational expression always yields a Functions rational expression • add, subtract, multiply, and divide rational expressions. Multiply and Divide Rational • extend polynomial identities to the complex numbers such as rewriting x^2 + 4 Expressions as (x + 2i)(x – 2i). • apply the general Multiplication Rule in a uniform probability model, P(A and B) Add and Subtract Rational = P(A)P(B|A) = P(B)P(A|B). Expressions • interpret the P(A and B) in terms of a model. • use probabilities to make fair decisions. Investigating Polynomials, • analyze decisions and strategies using probability concepts. Rational Expressions and Closure Use Mathematical Induction MAFS.912.S-CP.2.9 Use permutations and combinations to compute probabilities of compound events and solve problems. MAFS.912.S-MD.2.6 Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). MAFS.912.S-MD.2.7 Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). 14 of 14 Use Combinations and the Binomial Theorem Construct and Interpret Binomial Distributions Mutually Exclusive and Overlapping Events Copyright © 2016 by School Board of Palm Beach County, Department of Secondary Education July 7, 2017 Larson 2.7 2.8 5.4 5.5 5.5 Ext 6.1 6.2 AL7-8 Blender Supp OCG 11-5