Download Objective(s) - Shelby County Schools

Curriculum and Instruction –Mathematics
Quarter 3
Algebra II
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is
committed to these goals, as further described in our strategic plan, Destination2025. By 2025,
 80% of our students will graduate from high school college or career ready
 90% of students will graduate on time
 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The
Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness
is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in
mathematics instruction: focus, coherence and rigor.
Focus
Coherence
Rigor
• The TN Standards call for a greater focus in mathematics.
Rather than racing to cover topics in a mile-wide, inch-deep
curriculum, the Standards require us to significantly narrow and
deepen the way time and energy is spent in the math classroom.
We focus deeply on the major work of each grade so that
students can gain strong foundations: solid conceptual
understanding, a high degree of procedural skill and fluency, and
the ability to apply the math they know to solve problems inside
and outside the math classroom.
• For algebra 2, the major clusters account for 65% of time
spent on instruction.
• Supporting Content - information that supports the
understanding and implementation of the major work of the
grade.
• Additional Content - content that does not explicitly connect to
the major work of the grade yet it is required for proficiency.
• Thinking across grades:
• The TN Standards are designed around coherent
progressions from grade to grade. Learning is carefully
connected across grades so that students can build new
understanding on to foundations built in previous years.
Each standard is not a new event, but an extension of
previous learning.
• Linking to major topics:
• Instead of allowing additional or supporting topics to
detract from the focus of the grade, these concepts serve
the grade level focus. For example, instead of data
displays as an end in themselves, they are an opportunity
to do grade-level word problems.
• Conceptual understanding:
• The TN Standards call for conceptual understanding of
key concepts. Students must be able to access concepts
from a number of perspectives so that they are able to
see math as more than a set of mnemonics or discrete
procedures.
• Procedural skill and fluency:
• The Standards call for speed and accuracy in calculation.
Students are given opportunities to practice core
functions such as single-digit multiplication so that they
have access to more complex concepts and procedures.
• Application:
• The Standards call for students to use math flexibly for
applications in problem-solving contexts. In content areas
outside of math, particularly science, students are given
the opportunity to use math to make meaning of and
access content.
Major Content
 Supporting Content

Additional Content
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Quarter 3
8. Look for and
express regularity
in repeated
reasoning
7. Look for and
make use of
structure
1. Make sense of
problems and
persevere in
solving them
2. Reason
abstractly and
quatitatively
Mathematical
Practices(MP)
6. Attend to
precision
3. Construct viable
arguments and
crituqe the
reasoning of
others
4. Model with
mathematics
5. Use appropriate
tools strategically
Algebra II
The Standards for Mathematical Practice describe varieties of expertise, habits of minds and
productive dispositions that mathematics educators at all levels should seek to develop in
their students. These practices rest on important National Council of Teachers of
Mathematics (NCTM) “processes and proficiencies” with longstanding importance in
mathematics education. Throughout the year, students should continue to develop
proficiency with the eight Standards for Mathematical Practice.
This curriculum map is designed to help teachers make effective decisions about what
mathematical content to teach so that, ultimately our students, can reach Destination 2025.
To reach our collective student achievement goals, we know that teachers must change
their practice so that it is in alignment with the three mathematics instructional shifts.
Throughout this curriculum map, you will see resources as well as links to tasks that will
support you in ensuring that students are able to reach the demands of the standards in
your classroom. In addition to the resources embedded in the map, there are some highleverage resources around the content standards and mathematical practice standards that
teachers should consistently access:
The TN Mathematics Standards
The Tennessee Mathematics Standards:
Teachers can access the Tennessee State standards, which are featured
https://www.tn.gov/education/article/mathematics-standards
throughout this curriculum map and represent college and career ready
learning at reach respective grade level.
Standards for Mathematical Practice
Mathematical Practice Standards
Teachers can access the Mathematical Practice Standards, which are
https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view featured throughout this curriculum map. This link contains more a more
detailed explanation of each practice along with implications for instructions.
Major Content
 Supporting Content

Additional Content
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Algebra II
Purpose of the Mathematics Curriculum Maps
The Shelby County Schools curriculum maps are intended to guide planning, pacing, and sequencing, reinforcing the major work of the grade/subject. Curriculum
maps are NOT meant to replace teacher preparation or judgment; however, it does serve as a resource for good first teaching and making instructional decisions
based on best practices, and student learning needs and progress. Teachers should consistently use student data differentiate and scaffold instruction to meet the
needs of students. The curriculum maps should be referenced each week as you plan your daily lessons, as well as daily when instructional support and resources
are needed to adjust instruction based on the needs of your students.
How to Use the Mathematics Curriculum Maps
Tennessee State Standards
The TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a
key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the
supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work. It is the teachers'
responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.
Content
Weekly and daily objectives/learning targets should be included in your plan. These can be found under the column titled content. The enduring understandings will
help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning targets/objectives provide
specific outcomes for that standard(s). Best practices tell us that making objectives measureable increases student mastery.
Instructional Support and Resources
District and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and
should be used as needed for content support and differentiation.
Major Content
 Supporting Content

Additional Content
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Quarter 3
Algebra II
Topics Addressed in Quarter
 Rational Expressions and Functions
 Sequences and Series
 Probability and Statistics
Overview
During this quarter students will extend their understanding of functions and the real numbers and increase their toolset for modeling in the real world. Students
extend their notion of number to include rational exponents. Students deepen their understanding of the concept of function, and apply equation-solving and function
concepts to rational functions. They will explore rational functions through graphing, solving, and learning their properties. The field of rational functions is analogous
to the rational numbers and the graphs of these functions are explored. Building on their work with linear, quadratic, exponential, and radical functions, in Algebra II
students extend their repertoire of functions to include rational functions. Students work closely with the expressions that define the functions and continue to expand
and hone their abilities to model and analyze situations that involve polynomial, radical, exponential, and logarithmic equations over the set of real and complex
numbers.
Content Standard
A-APR
Type of Rigor
Procedural Skill, Conceptual Understanding &
Application
Foundational Standards
A-APR.C.6
Chemistry Example: Alcohol Solution
A-CED
Procedural Skill, Conceptual Understanding &
Application
Conceptual Understanding & Application
A-CED-A.1
Direct variation (oil spills on land)
A-REI.1,2, 11
Painting a room-pg. 11.10
Procedural Skill, Conceptual Understanding &
Application
Conceptual Understanding & Application
A-SSE.B.4
Applications of Adding and Subtracting
Rational Expressions
F-IF.3,4,7
Summer Intern
Conceptual Understanding & Application
Procedural Skill, Conceptual Understanding &
Application
Procedural Skill, Conceptual Understanding &
Application
F-BF.1,2
S-IC. 3,4,5,6,7
Math Nspired: Airport Impact Study
Math Nspired: Birthday Problem
S-ID.4
Is This Your Normal?
Procedural Skill, Conceptual Understanding &
Application
S-CP. 1,2,3,4,5,6,7
Rolling twice
A-REI
A-SSE
F-IF
F-BF
S-IC
S-ID
S-CP
Major Content
 Supporting Content

Additional Content
Sample Assessment Items**
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Algebra II
** TN Tasks are available at http://www.edutoolbox.org/ and can be accessed by Tennessee educators with a login and password.
Fluency
The high school standards do not set explicit expectations for fluency, but fluency is important in high school mathematics. Fluency in algebra can help students get past the need to manage
computational and algebraic manipulation details so that they can observe structure and patterns in problems. Such fluency can also allow for smooth progress toward readiness for further
study/careers in science, technology, engineering, and mathematics (STEM) fields. These fluencies are highlighted to stress the need to provide sufficient supports and opportunities for practice to
help students gain fluency. Fluency is not meant to come at the expense of conceptual understanding. Rather, it should be an outcome resulting from a progression of learning and thoughtful
practice. It is important to provide the conceptual building blocks that develop understanding along with skill toward developing fluency.
The fluency recommendations for Algebra II listed below should be incorporated throughout your instruction over the course of the school year.
 A‐APR.D.6
Divide polynomials with remainder by inspection in simple cases
 A‐SSE.A.2
See structure in expressions and use this structure to rewrite expressions
 F.IF.A.3
Fluency in translating between recursive definitions and closed forms
References:




https://www.engageny.org/
http://www.corestandards.org/
http://www.nctm.org/
http://achievethecore.org/
Major Content
 Supporting Content

Additional Content
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Quarter 3
TN STATE STANDARDS
Domain: Creating Equations
Cluster: Create equations that describe
numbers or relationships.

A-CED.A.1 Creating Equations★
Create equations that describe
numbers or relationships.
Algebra II
CONTENT
RESOURCES & TASKS
Rational Functions
(Allow approximately 3 weeks for instruction, review, and assessment)
Enduring Understanding(s):
Use the textbook resources to address
If a product is constant, a decrease in the value procedural skill and fluency.
of one factor must accompany an increase in the Pearson
value of the other factor.
8.1 Inverse Variation
Glencoe
Essential Question(s):
9.5 Variation Functions
How is and inverse variation different than a
direct variation?
Objective(s):
• Students will recognize and use inverse
variation.
• Students will use joint and other variations.
CONNECTIONS
Vocabulary
Inverse variation, combined variation, joint
variation
Writing in Math
How do you recognize an inverse
variation given data?
Lesson Videos
Using inverse variations
Using joint and other variations
Use the following resources to ensure that
the intended outcome and level of rigor
(mainly conceptual understanding and
application) of the standards are met.
CSS Flip Book with Examples of each
Standard
Task(s):
Direct variation (oil spills on land)
 A-CED.A.1
Enduring Understanding(s):
• Transformations of the parent reciprocal
functions include stretches, compressions,
reflections, and horizontal and vertical
translations.
• A rational function may have zero or one
horizontal or oblique asymptote and zero
or more vertical asymptotes.
Use the textbook resources to address
procedural skill and fluency.
Domain: Interpreting Functions
Pearson
Cluster: Interpret functions that arise in
8.2 Reciprocal Function Family
applications in terms of the context.
Glencoe
9.3
Graphing the Reciprocal Family
 F-IF.B.4 For a function that models a
relationship between two quantities, interpret
Lesson Videos
key features of graphs and tables in terms of the
Graphing reciprocal function
Essential Question(s):
quantities, and sketch graphs showing key
How do the a, h, and k values effect the graph of Use the following resources to ensure that
features given a verbal description of the
Major Content
 Supporting Content

Additional Content
Vocabulary
Reciprocal function, branch
Writing in Math
What are the key components of the graph of a
reciprocal function? Write a few sentences and
create and graph an example about your
thinking.
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Quarter 3
TN STATE STANDARDS
relationship.
Algebra II
CONTENT
the reciprocal function?
Domain: Interpreting Function
Objective(s):
Cluster: Analyze functions.
• Students will graph reciprocal functions.
 F-IF.C.7 For a function that models a
• Students will graph translations of
relationship between two quantities, interpret
reciprocal functions.
key features of graphs and tables in terms of
the quantities, and sketch graphs showing
key features given a verbal description of the
relationship.
 F-IF.B.4

F-IF.C.7
Enduring Understanding(s):
• A rational function is a ratio of
polynomial functions.
Domain: Building Functions
• If a function has a polynomial in its
Cluster: Build new functions from existing
denominator, its graph has a gap at
functions
each zero of the polynomial. The gap
could be a one-point hole in the graph,
 F-BF.B.3 Identify the effect on the graph of
or it could be the location of a vertical
replacing f(x) by f(x) + k, k f(x), f(kx), and f(x
asymptote for the graph.
+ k) for specific values of k (both positive
and negative); find the value of k given the
graphs. Experiment with cases and illustrate • A rational function may have no
asymptotes, one horizontal or oblique
an explanation of the effects on the graph
asymptote, and any number of vertical
using technology. Include recognizing even
asymptotes.
and odd functions from their graphs and
algebraic expressions for them.
Essential Question(s):
By looking at an equation, how do you recognize
points of discontinuity?
Objective(s):
• Students will identify properties of rational
functions.
• Students will recognize and graph rational
functions.
Major Content
 Supporting Content
RESOURCES & TASKS
CONNECTIONS
the intended outcome and level of rigor
(mainly conceptual understanding and
application) of the standards are met.
CSS Flip Book with Examples of each
Standard
Tasks:
Math Vision Project: Module 1-Functions and
Their Inverses (five tasks)
Summer Intern
Use the textbook resources to address
procedural skill and fluency.
Pearson
8.3 Rational Functions and Their Graphs
Glencoe
9.4 Graphing Rational Functions
Lesson Videos
Graphing rational functions
Vocabulary
Rational function, continuous
graph, discontinuous graph, point
of discontinuity, removable
discontinuity, non-removable
discontinuity
Writing in Math
How do you know there is a vertical asymptote
in a rational function and how do you find it?
Use the following resources to ensure that
the intended outcome and level of rigor
(mainly conceptual understanding and
application) of the standards are met.
CSS Flip Book with Examples of each
Standard
Task(s):
Math Nspired: Airport Impact Study
Math Vision Project: Module 4- Rational
Functions (seven tasks)

Additional Content
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TN STATE STANDARDS
Domain: Arithmetic with Polynomials and
Rational Expressions
Cluster: Understand the relationship between
zeros and factors of Polynomials

A-APR.C.6 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.
Algebra II
CONTENT
RESOURCES & TASKS
Enduring Understanding(s):
A rational expression is in its simplest form
when its numerator and denominator are
polynomials that have no common divisors.
Use the following Lesson(s) to introduce
concepts/build conceptual understanding.
Engageny Algebra II Module 1, Topic C,
Lesson 22,Rational Expressions
Essential Question(s):
What are the rules for multiplying and dividing
fractions? Multiplying and dividing polynomials?
Engageny Algebra II Module 1, Topic C,
Lesson 23,Equivalent Rational Expressions
Objective(s):
• Students will simplify rational expressions.
• Students will multiply and divide rational
expressions.
Engageny Algebra II Module 1, Topic C,
Lesson 24,Multiply and Divide Rational
Expressions
Use the textbook resources to address
procedural skill and fluency.
Pearson
8.4 Rational Expressions
Glencoe
9.1 Multiplying and Dividing Rational
Expressions
Lesson Videos
Simplifying a rational expression
Multiplying rational expressions
Dividing rational expressions
Use the following resources to ensure that
the intended outcome and level of rigor
(mainly conceptual understanding and
application) of the standards are met.
CSS Flip Book with Examples of each
Standard
CONNECTIONS
Vocabulary
Rational expression, simplest form,
restrictions
Writing in Math
How do you find the restrictions when
multiplying and dividing polynomial
expressions?
Graphic Organizer
Graphic Organizer
division(dgelman)
Task(s):
Chemistry Example: Alcohol Solution
Major Content
 Supporting Content

Additional Content
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TN STATE STANDARDS
A-APR.A.2
 A-APR.C.6
Domain: Seeing Structure in Expressions
Cluster: Interpret the structure of expressions.
CONTENT
Enduring Understanding(s):
• Rational expressions can be added or
subtracted by first finding the least
common denominator (LCM).
•
 A-SSE.A.2 Use the structure of an
expression to identify ways to rewrite it.
Algebra II
The LCM of denominators is the
product of their prime factors, each
raised to the greatest power that
occurs ion any of the expressions.
Essential Question(s):
How do you find the LCM of expressions?
Objective(s):
• Students will add and subtract rational
expressions.
.
RESOURCES & TASKS
Use the following Lesson(s) to introduce
concepts/build conceptual understanding.
Engageny Algebra II Module 1, Topic C,
Lesson 22,Rational Expressions
Engageny Algebra II Module 1, Topic C,
Lesson 23,Equivalent Rational Expressions
CONNECTIONS
Vocabulary
Complex fraction
Writing in Math
How do you find the restrictions when adding
and subtracting polynomial expressions?
Engageny Algebra II Module 1, Topic C,
Lesson 25, Add and Subtract Rational
Expressions
Use the textbook resources to address
procedural skill and fluency.
Pearson
8.5 Adding and Subtracting Rational
Expressions
Glencoe
9.2 Adding and Subtracting
Rational Functions
Lesson Videos
Adding rational expressions
Subtracting rational expressions
Use the following resources to ensure that
the intended outcome and level of rigor
(mainly conceptual understanding and
application) of the standards are met.
CSS Flip Book with Examples of each
Standard
Task(s):
Applications of Adding and Subtracting
Major Content
 Supporting Content

Additional Content
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Quarter 3
TN STATE STANDARDS
Algebra II
CONTENT
RESOURCES & TASKS
CONNECTIONS
Rational Expressions
Domain: Reasoning with Equations and
Enduring Understanding(s):
Inequalities
• Solving an equation containing rational
Cluster: Understand solving equations as a
expressions begins by multiplying each
process of reasoning and explain the reasoning.
side by the LCM of the rational
expressions. This can cause
extraneous solutions.
 A-REI. A.1 Explain each step in solving a
simple equation as following from the equality
of numbers asserted at the previous step,
Essential Question(s):
starting from the assumption that the original
When do you have extraneous solutions?
equation has a solution. Construct a viable
argument to justify a solution method.
Objective(s):
 A-REI.A.2 Solve simple rational and radical
equations in one variable, and give examples
showing how extraneous solutions may arise

Students will solve rational
equations.

Students will use rational
equations to solve problems.
Domain: Reasoning with Equations and
Inequalities
Cluster: Represent and solve equations and
inequalities graphically.
 A-REI.D.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.
Use the following Lesson(s) to introduce
concepts/build conceptual understanding.
Engageny Algebra II Module 1, Topic C,
Lesson 26,Solve Rational Expressions
Engageny Algebra II Module 1, Topic C,
Lesson 27,Solve Word Problems with
Rational Expressions
Use the textbook resources to address
procedural skill and fluency.
Pearson
8.6 Solve Rational Equations
Glencoe
9.6 Solving Rational Equations and
Inequalities
Lesson Video:
Using rational equations
Vocabulary
Rational equation
Writing in Math
Explain why a rational equation could have
extraneous solutions.
Have students to write a sentence(s) and
create two different examples about their
thinking- one equation that has an extraneous
solution and one that does not.
Use the following resources to ensure that
the intended outcome and level of rigor
(mainly conceptual understanding and
application) of the standards are met.
CSS Flip Book with Examples of each
Standard
Task(s):
Painting a room-pg. 11.10
Domain: Creating Equations
Major Content
 Supporting Content

Additional Content
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TN STATE STANDARDS
Algebra II
CONTENT
RESOURCES & TASKS
CONNECTIONS
Cluster: Create equations that describe
numbers or relationships.
 A-CED.A.1 Create equations and
inequalities in one variable and use them to
solve problems. Include equations arising
from linear and quadratic functions, and
simple rational and exponential functions.
Sequences and Series
(Allow approximately 3 weeks for instruction, review, and assessment)
Use the textbook resources to address
Domain: Interpreting Functions
Enduring Understanding(s):
procedural skill and fluency.
Cluster: Understand the concept of a
 In an arithmetic sequence, the
Pearson
function and use function notation.
difference between any two
consecutive
terms
is
always
the
same
9.2 Arithmetic Sequences
 F-IF.A.3 Recognize that sequences are
number. An arithmetic sequence can
functions, sometimes defined recursively,
Glencoe
be built by adding the same number to
whose domain is a subset of the integers.
11.1 Sequences as Functions
each term.
For example, the Fibonacci sequence is
11.2
Arithmetic Sequences
defined recursively by f(0) = f(1) = 1, f(n+1)
= f(n) + f(n-1) for n ≥ 1.
11.5 Recursion and Iteration
 A sequence can be defined explicitly
Domain: Building Functions
Cluster: Build a function that models a
relationship between two quantities
 F-BF.A.1a 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.
 F-BF.A.2 Write arithmetic and
geometric sequences both recursively
and with an explicit formula, use them to
model situations, and translate between
the two forms.
Major Content
by describing its nth term with a
formula using n or recursively by
stating its first term and a formula for
its nth term using the (n-1) term.
Essential Question(s):
When is the best to use an explicit formula?
Objective(s):
Students will define, identify, and apply
arithmetic sequences.
Lesson Videos
Finding the value of the nth term of an
arithmetic sequence
Using the arithmetic mean
Vocabulary
Sequence, term of a sequence, explicit formula,
recursive formula, arithmetic sequence,
common difference, arithmetic mean
Writing in Math
When is it easier to use a recursive formula?
Have students to write a sentence(s) and
create two different examples -one explicit and
one recursive- about their thinking.
Use the following resources to ensure that
the intended outcome and level of rigor
(mainly conceptual understanding and
application) of the standards are met.
CSS Flip Book with Examples of
each Standard
Task(s):
TN Task Arc –Interior Angle Sum
 Supporting Content

Additional Content
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Quarter 3
TN STATE STANDARDS
Algebra II
CONTENT
RESOURCES & TASKS
CONNECTIONS
The Devil and Daniel Webster Trout Pond
Generating Polynomials from Patterns
Arithmetic Sequence Word Problems
Illustrative: Susita's Account
 F-IF.A.3
F-BF.A.1a
F-BF.A.2
Enduring Understanding(s):
In a geometric sequence, the ratio of any
term, after the first, to its preceding term is a
constant value, no matter what two terms
are compared. A geometric sequence can
be built by multiplying each term by that
constant.
Essential Question(s):
How do you find the next term in a
geometric sequence?
Objective(s):
Students will define, identify, and apply
geometric sequences.
Domain: Seeing Structure in Expressions
Cluster: Interpret the structure of expressions.
 A-SSE.B.4 . 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,
Major Content
Enduring Understanding(s):
The sum of a finite geometric series can be
found using a formula. It is necessary to
know the first term, number of terms, and
common ratio.
Use the textbook resources to address
Vocabulary
procedural skill and fluency.
Geometric sequence, geometric mean,
Pearson
common ratio
9.3 Geometric Sequences
Glencoe
Writing in Math
11.1 Sequences as Functions
Explain the difference between an
arithmetic and geometric sequence.
11.3 Geometric Sequences
11.5 Recursion and Iteration
Lesson Videos
Have students to write a sentence(s) and
Finding the value of the nth term of a geometric create examples of the arithmetic and
geometric sequences, showing their
sequence
differences.
Using the geometric mean
Use the following resources to ensure that
the intended outcome and level of rigor
(mainly conceptual understanding and
application) of the standards are met.
CSS Flip Book with Examples of each
Standard
Task(s):
TN Task Arc –Honeybees
Common Differences
Use the following Lesson(s) to introduce
concepts/build conceptual understanding.
Engageny Algebra II Module 3, Topic E,
Lesson 29,Finite Geometric Series
Vocabulary
Series, Geometric series, converge,
diverge, finite series, infinite series,
limits
Writing in Math
 Supporting Content

Additional Content
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Curriculum and Instruction –Mathematics
Quarter 3
TN STATE STANDARDS
calculate mortgage payments.
Algebra II
CONTENT
The sum of an infinite geometric series is
the number that the sequence of partial
sums approaches.
Essential Question(s):
What are the differences between a finite
and infinite geometric series?
Objective(s):
Students will define geometric series and find
their sums.
RESOURCES & TASKS
Engageny Algebra II Module 3, Topic E,
Lesson 30,Using Finite Geometric Series for a
Car Loan
CONNECTIONS
How do you decide if an infinite geometric
series converges or diverges?
Engageny Algebra II Module 3, Topic E,
Lesson 31,Using Finite Geometric Series for a
Credit Card Balance
Engageny Algebra II Module 3, Topic E,
Lesson 32,Using Finite Geometric Series for a
Buying a House
Engageny Algebra II Module 3, Topic E,
Lesson 33,Using Finite Geometric Series for
saving a million dollars
Use the textbook resources to address
procedural skill and fluency.
Pearson
9.5 (Finite)Geometric Series
Glencoe
11.3 Geometric Series
Lesson Videos
Evaluating a finite geometric series
Using the geometric series formula to solve
problems
Evaluating an infinite geometric series
Use the following resources to ensure that
the intended outcome and level of rigor
(mainly conceptual understanding and
application) of the standards are met.
CSS Flip Book with Examples
of each Standard
Major Content
 Supporting Content

Additional Content
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Curriculum and Instruction –Mathematics
Quarter 3
TN STATE STANDARDS
Algebra II
CONTENT
RESOURCES & TASKS
CONNECTIONS
Task(s):
TN Task Arc-Patterns in Patterns
Domain: Interpreting Categorical and
Interpretive Data
Cluster: Summarize, represent, and interpret
data on a single count or measurement
variable
 S-IC.A.2 Decide if a specified model is
consistent with results from a given datagenerating process, e.g., using
simulation. For example, a model says a
spinning coin falls heads up with
probability 0.5. Would a result of 5 tails in
a row cause you to question the model?
Probability and Statistics
( Allow approximately 3 weeks for instruction, review, and assessment)
Use the textbook resources to address
Enduring Understanding(s):
procedural skill and fluency.
The probability, p, of an event is a number
between 0 and 1 inclusive. The probability of an Pearson
impossible event is 0. The probability of a certain 11.2 Probability – Simulation
event is 1.
Glencoe
12.4 Probability and Probability Distributions
Essential Question(s):
Lesson Videos
What is the difference between theoretical
Finding experimental probability
and experimental probability?
Finding theoretical and geometric probability
Use the following resources to ensure that
the intended outcome and level of rigor
Objective(s):
(mainly conceptual understanding and
Students will find the probability of an event using application) of the standards are met.
theoretical, experimental, and simulation
CSS Flip Book with Examples of each
methods.
Standard
Vocabulary
Experimental probability, simulation, sample
space, equally likely outcomes, theoretical
probability
Writing in Math
Why is a simulation better the more times you
perform it?
Task(s):
Mathshell: A Fair Game
Illuminations: Stick or Switch
Mathshell: Charity Fair
Math Nspired: Birthday Problem
Major Content
 Supporting Content

Additional Content
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Quarter 3
TN STATE STANDARDS
Algebra II
CONTENT
RESOURCES & TASKS
Use the textbook resources to address
procedural skill and fluency.
Pearson
11.3 Probability of Multiple Events
Glencoe
12.4 Probability and Probability Distributions
 S-CP.A.1 Describe events as subsets of a Essential Question(s):
Lesson Videos
sample space (the set of outcomes) using
What is the difference independent and
Finding
the Probability of Independent Events
characteristics(or categories) of the
dependent events?
outcomes, or as unions, intersections, or
Finding the Probability of Mutually Exclusive
Objective(s):
complements of other events (“or,” “and,”
Events
 Students will find the probability of the
“not”).
Use the following resources to ensure that
events A and B.
the intended outcome and level of rigor
 Students will find the probability of event (mainly conceptual understanding and
 S-CP.A.2Understand that two events A and
A or B.
application) of the standards are met.
B are independent if the probability of A and
B occurring together is the product of their
CSS Flip Book with Examples of each
probabilities, and use this characterization to
Standard
determine if they are independent.
Domain: Conditional Probability and the Rules
of Probability
Cluster: Understand independence and
conditional probability and use them to
interpret data
Enduring Understanding(s):
To find the probability of two events occurring
together, it is necessary to determine whether
the occurrence of one event affects the
probability that the other event will occur.
CONNECTIONS
Vocabulary
Dependent events, independent
mutually exclusive events
events,
Writing in Math
Make up a sample problem that would show
mutually exclusive events.
Have students to write a sentence(s) about
their thinking and make up the example.
Task(s):
Rolling twice
Domain: Conditional Probability and the Rules Enduring Understanding(s):
of Probability
• A conditional probability is the probability
Cluster: Use the rules of probability to
that one event occurs, given that another
compute probabilities of compound events in a
event has occurred.
uniform probability model
 S-CP.B.6 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.
Essential Question(s):
What makes a probability conditional?
Objective(s):
 Students will find conditional
probabilities
 S-CP.B.7 Apply the Addition Rule, P(A or B)
 Students will use tables and tree
= P(A) + P(B) – P(A and B), and interpret the
Major Content
 Supporting Content
Use the textbook resources to address
procedural skill and fluency.
Vocabulary
Conditional probability
Pearson
11-4 Conditional Probability
Glencoe
12.3 Conditional Probability
Lesson Videos
Finding Conditional Probabilities Using a
Formula
Finding Conditional Probability using a Tree
diagram
Writing in Math
Write about a conditional situation in your
everyday life.

Additional Content
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Curriculum and Instruction –Mathematics
Quarter 3
TN STATE STANDARDS
answer in terms of the model.
Algebra II
CONTENT
diagrams to determine conditional
probabilities.
Domain: Conditional Probability and the Rules
of Probability
Cluster: Understand independence and
conditional probability and use them to
interpret data
 S-CP.A.3 . 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.
 S-CP.A.4 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.
RESOURCES & TASKS
CONNECTIONS
Use the following resources to ensure that
the intended outcome and level of rigor
(mainly conceptual understanding and
application) of the standards are met.
CSS Flip Book with Examples of each
Standard
Task(s):
Gamers

S-CP.A.5 . 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
Major Content
 Supporting Content

Additional Content
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Curriculum and Instruction –Mathematics
Quarter 3
TN STATE STANDARDS
Algebra II
CONTENT
RESOURCES & TASKS
CONNECTIONS
Use the following Lesson(s) to introduce
concepts/build conceptual understanding.
Engageny Algebra I Module 2, Topic A,
Lesson 1,Using a Box Plot to show Variablility
with Data
Vocabulary
Measure of central tendency, mean, median,
mode, bimodal, outlier, range of a set of data,
quartile, interquartile range, box and whisker
plot, percentile
Engageny Algebra I Module 2, Topic A,
Lesson 2,Finding Mean and Median
Writing in Math
How does an outlier effect the various
measures of central tendency?
smoker with the chance of being a smoker if
you have lung cancer.
Enduring Understanding(s):
Data sets can be described using various
statistical measures, depending on what
characteristics are being studied.
Essential Question(s):
What situations are the mean, median,
and mode the most useful measures of
central tendency?
Objective(s):
Students will calculate measures of central
tendency.
• Students will draw and interpret box and
whisker plots.
•
Engageny Algebra I Module 2, Topic A,
Lesson 3,Choosing the Best Measure of
Central Tendency for Data
Engageny Algebra I Module 2, Topic B,
Lesson 7,Interquartile Range
Engageny Algebra I Module 2, Topic B,
Lesson 8, Variablity of Interquartile Range
Use the textbook resources to address
procedural skill and fluency.
Pearson
11.5 Analyzing Data
Major Content
 Supporting Content

Additional Content
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Curriculum and Instruction –Mathematics
Quarter 3
TN STATE STANDARDS
Algebra II
CONTENT
RESOURCES & TASKS
CONNECTIONS
Lesson Videos
Making a box-and-whisker plot
Use the following resources to ensure that
the intended outcome and level of rigor
(mainly conceptual understanding and
application) of the standards are met.
CSS Flip Book with Examples of each
Standard
Task(s):
Illuminations: NBA statistics
Mathshell: Suzi's Company
Domain: Interpreting Categorical and Interpretive Enduring Understanding(s):
Data
Collecting data enables analysis.
Cluster: Summarize, represent, and interpret
data on a single count or measurement
Essential Question(s):
variable
How many samples should be collected to
have valid data?
 S-IC.A.2
Objective(s):
• Students will collect a random sample of
data and analyze it.
.
Use the following Lesson(s) to introduce
concepts/build conceptual understanding.
Writing in Math
Was there any bias in your data collection?
Why/Why not?
Engageny Algebra II Module 4, Topic D,
Lesson 23, Randomness of Experiments
Engageny Algebra II Module 4, Topic D,
Lesson 24, Differences due to Randomness
Alone
Engageny Algebra II Module 4, Topic D,
Lesson 25, Randomized Distribution
Engageny Algebra II Module 4, Topic D,
Lesson 26, Randomized Distribution of
Experiments
Engageny Algebra II Module 4, Topic D,
Lesson 27, Randomized Distribution of
Experiments continued
Major Content
 Supporting Content

Additional Content
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TN STATE STANDARDS
Algebra II
CONTENT
RESOURCES & TASKS
CONNECTIONS
Engageny Algebra II Module 4, Topic D,
Lesson 28, Randomized Distribution of
Experiments continued
Engageny Algebra II Module 4, Topic D,
Lesson 29, Comparison of Treatments
Engageny Algebra II Module 4, Topic D,
Lesson 30, Comparison of Treatments
continued
Use the textbook resources to address
procedural skill and fluency.
Pearson
p.724 Describing Data
Use the following resources to ensure that
the intended outcome and level of rigor
(mainly conceptual understanding and
application) of the standards are met.
CSS Flip Book with Examples of each
Standard
Task(s):
Increase Minimum Wage task
Domain: Making Inferences and Justifying
Conclusions
Cluster: Understand statistics as a process for
making inferences about population
parameters based on a random sample from
that population.
Major Content
Enduring Understanding(s):
You can get good statistical information about a
population by studying a sample of that
population.
Essential Question(s):
What are the different ways that you can
 Supporting Content
Use the textbook resources to address
procedural skill and fluency.
Pearson
11.7 Samples and Surveys
Glencoe
12.1 Experiments, Surveys, and Observational
Studies

Additional Content
Vocabulary
Population, sample, convenience sample,
self-selected sample, systematic sample,
random sample, bias, observational study,
controlled experiment, survey
Writing in Math
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Curriculum and Instruction –Mathematics
Quarter 3
TN STATE STANDARDS
Algebra II
CONTENT
RESOURCES & TASKS
 S-IC.A.1 Understand statistics as a process collect data?
Lesson Videos
for making inferences about population
Using margin of error
parameters based on a random sample from
Objective(s):
that population.
• Students will identify sampling methods.
Task(s):
• Students will recognize bias in samples and Chocolicious
Domain: Making Inferences and Justifying
surveys.
Conclusions
Cluster: Make inferences and justify
conclusions from a sample
 S-IC.B.3 Recognize the purposes of and
differences among sample surveys,
experiments, and observational studies; explain
how randomization relates to each.
Domain: Making Inferences and Justifying
Conclusions
Cluster: Make inferences and justify
conclusions from a sample
CONNECTIONS
What are the key features to an
observational study?
Have students to write a sentence(s) and
create one example about their thinking.
 S-IC.B.4 Use data from a sample survey to
estimate a population mean or proportion;
develop a margin of error through the use of
simulation models for random sampling.
 S-IC.B.5 Use data from a randomized
experiment to compare two treatments; use
simulations to decide if differences between
parameters are significant.
Domain: Interpreting Categorical and Interpretive
Data
Cluster: Summarize, represent, and interpret
data on a single count or measurement
variable
Enduring Understanding(s):
Normal distributions model many common
natural phenomena. A normal distribution has a
symmetric bell curve shape centered on the
mean of the data.
Engageny Algebra I Module 2, Topic B,
 S-ID.A.4 Use the mean and standard
Major Content
Use the following Lesson(s) to introduce
concepts/build conceptual understanding.
Engageny Algebra I Module 2, Topic B,
Lesson 4, Interpret Deviations
 Supporting Content

Additional Content
Vocabulary
Discrete probability distribution, continuous
probability distribution, normal distribution
Writing in Math
How do outliers fit in with the normal curve?
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Curriculum and Instruction –Mathematics
Quarter 3
TN STATE STANDARDS
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.
Domain: Making Inferences and Justifying
Conclusions
Cluster: Make inferences and justify
conclusions from a sample
Algebra II
CONTENT
Essential Question(s):
What percent of data falls within three standard
deviations?
Objective(s):
Students will use a normal distribution and
make inferences/draw conclusions from the
data.
RESOURCES & TASKS
CONNECTIONS
Lesson 5, Calculate Standard Deviation
Engageny Algebra I Module 2, Topic B,
Lesson 6, Standard Deviation Using the
Calculator
Use the textbook resources to address
procedural skill and fluency.
Pearson
11.9 Normal Distribution
Glencoe
12.5 Normal Distribution
 S-IC.B.6 Evaluate reports based on data.
Lesson Videos
Using a normal distribution
Using the standard normal curve
Use the following resources to ensure that
the intended outcome and level of rigor
(mainly conceptual understanding and
application) of the standards are met.
Tasks:
Math Vision Project 2014- Module 8- Statistics
(eight tasks)
Is This Your Normal?
Major Content
 Supporting Content

Additional Content
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Curriculum and Instruction –Mathematics
Quarter 3
Algebra II
RESOURCE TOOLBOX
Textbook Resources
Pearson Tools:
www.phschool.com/math
http://www.poweralgebra.com
http://www.pearsonsuccessnet.com
( ELL, Enrichment, Re-teaching, Quizzes/Tests, Think About a
Plan, Test Prep, Extra Practice, Find the Errors,
Activities/Games/Puzzles, Video Tutor, Chapter Project,
Performance Task, and Student Companion)
Glencoe Tools:
Student Edition
Teacher Edition
Problem Solving
Vocabulary Puzzle Maker
Standards
Common Core State Standards Initiative
Common Core Standards - Mathematics
Common Core Standards - Mathematics Appendix A
Edutoolbox (formerly TNCore)
The Mathematics Common Core Toolbox
Tennessee Blueprints
PARCC Blueprints and Test Specifications FAQ
CCSS Toolbox
NYC tasks
New York Education Department Tasks
PARCC High School Math Tasks
TICommonCore.com
TN Department of Education Math Standards
Algebra 2 TN State Standards
PARCC Practice Test
CCSS Flip Book with Examples of each Standard
Videos
Brightstorm
Teacher Tube
The Futures Channel
Khan Academy
Math TV
Lamar University Tutorial
Calculator
Math Nspired
Texas Instrument Activities
Casio Activities
Others:
UT Dana Center
Mars Tasks (Mathshell)
Inside Math Tasks
Math Vision Project Tasks
Better Lesson
LearnZillion
SCS Math Tasks
GSE - Adv. Algebra/Algebra II Tasks; Units 1 – 7
Interactive Manipulatives
Kuta Software
Illuminations (NCTM)
Stem Resources
National Math Resources
MARS Course 2
NASA Space Math
Math Vision Project
Purple Math
ACT
TN ACT Information & Resources
ACT College & Career Readiness Mathematics Standards
Additional Sites
Dana Center Algebra 2 Assessments
Illinois State Assessment strategies
University of Idaho Literacy Strategies
NWEA MAP
Resources:https://teach.mapnwea.org/assist/help_map/Applicatio
nHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in
and Click the Learning Continuum Tab – this resources will help
as you plan for intervention, and differentiating small group
instruction on the skill you are currently teaching. (Four Ways to
Impact Teaching with the Learning Continuum)
https://support.nwea.org/khanrit - These Khan Academy lessons
are aligned to RIT scores.
Major Content
 Supporting Content

Additional Content
Literacy:
Literacy Skills and Strategies for Content Area Teachers
(Math, p. 22)
Glencoe Reading & Writing in the Mathematics Classroom
Graphic Organizers (9-12)
Graphic Organizers (dgelman)
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