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Common Core Curriculum Map 2012-2013 Common Core Math II Common Core Unit Name: Basic Vocabulary Unit Number: 1 Enduring Understanding: Students need to know the geometric vocabulary :point, line, plane, segment, ray, vertical angles, adjacent angles, supplementary & complementary angles, linear pair, vertex, perpendicular lines, parallel lines, difference between equal & congruent, skew lines, angle bisect, midpoint & all symbols in order to make sense of problems & persevere in solving them. Students need to attend to precision when using & discussing midpoint & distance formulas. Students will model mathematics & attend to basic precision when doing basic constructions such as : using a compass, ruler & pencil to construct different geometric shapes: copy a segment, bisect a segment, copy an angle & bisect an angle. Students will attend to precision when finding the area of rectangles, squares, circles, triangles, & trapezoids. Standard Essential Questions Pacing Guideline Key Academic Vocabulary 5 days G.CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. G.CO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. NQ.2 Define appropriate quantities for the purpose of descriptive modeling.NQ. 3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. G.GPE.7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.★ What is the basic vocabulary for geometry? How am I going to use the vocabulary correctly? What are the symbols for geometry that I need to know? How will I use these symbols? How will I construct different geometric shapes, copy a segment, bisect a segment, copy an angle & bisect an angle? Point collinear points line plane coplanar points segment endpoints ray initial point opposite rays intersect angle acute angle right angle obtuse angle vertical angles adjacent angles, supplementary & complementary angles linear pair vertex perpendicular lines parallel lines, 1 Common Core Curriculum Map 2012-2013 Common Core Math II between equal & congruent, skew lines angle bisector midpoint all symbols distance & midpoint formulas bisects compass straightedge, rectangle square triangle circle trapezoid Unit 1 Basic Vocabulary Suggested Resources by Unit Location of these resources 1. Use www.classzone.com (must create free account) to assess section quizzes & tests 2. Geometry, McDougal Littell, 2004 edition. 3. Geometry Resources, McDougal Littell, 2004 edition. 4. http://www.insidemathematics.org/index.php/tools-for-teachers (Problems of the month are excellent modeling problems.) 5. http://www.indiana.edu/~iucme/mathmodeling/lessons.htm (Modeling Problems Resource) 2 Common Core Curriculum Map 2012-2013 Common Core Math II Common Core Unit Name: Postulates, Properties & Proofs Unit Number: 2 Enduring Understanding: Students need to know: Segment Addition Postulate, Angle Addition Postulate, Properties of Equality, Properties of Congruence in order to make sense of problems, persevere in solving them & make use of structure. Students need to know how to make sense of Proofs(vertical angles are congruent; when a transversal crosses parallel lines and alternate interior angles and corresponding angles are congruent, points on perpendicular bisector are equidistant from the segment's endpoints) in order to persevere in solving problems. Students need to know proofs to be able to construct viable arguments & critique the reasoning of others. Standard Essential Questions G.CO.9 Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints. What are the segment & angle addition postulates? What are the properties of equality & congruence? How do I use the postulates & properties individually & together? Can I write a proof to prove: the vertical angles theorem? Can I write a proof to prove: points on a perpendicular bisector are equidistant from the endpoints of the segment? Can I write a proof to prove: alternate interior angles theorem and alternate interior angles converse? G.CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. AREI 1: 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. Pacing Guideline 8 Include day for review & day for test Key Academic Vocabulary segment, angle postulate, proof equality congruence conjecture counterexample, converse theorem two-column proof paragraph proof flow proof proof vertical angles transversal parallel lines alternate interior angles alternate exterior angles corresponding angles consecutive interior angles same side interior angles perpendicular bisector equidistant 3 Common Core Curriculum Map 2012-2013 Common Core Math II Unit 2 Postulates, Properties & Proofs Suggested Resources by Unit Location of these resources 1. Use www.classzone.com (must create free account) to assess section quizzes & tests 2. Geometry, McDougal Littell, 2004 edition. 3. Geometry Resources, McDougal Littell, 2004 edition. 4. http://www.insidemathematics.org/index.php/tools-for-teachers (Problems of the month are excellent modeling problems.) 5. http://www.indiana.edu/~iucme/mathmodeling/lessons.htm (Modeling Problems Resource) 4 Common Core Curriculum Map 2012-2013 Common Core Math II Common Core Unit Name: Enduring Understanding: Parallel & Perpendicular Lines Unit Number: 3 Students need to attend to precision in determining the slopes of parallel & perpendicular lines, writing equations of parallel & perpendicular lines given line & point that it passes through in order to construct viable arguments in making sense of the problems & perservering in solving them. Students will look for & make use of structure in using the properties of parallel lines cut by transversal to determine measures of angles formed. Students will model mathematics by using appropriate tools & attending to precision in basic constructions such as construct a line parallel to a given line through a given point, line perpendicular to a given line through a point on the line, line perpendicular to a given line through a point not on the line. Students will reason abstractly & quantitatively in order to construct viable arguments & critique the reasoning of others to prove alternate interior angles & corresponding angles are congruent when transversal crosses parallel lines Standard G.CO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. NQ.2 Define appropriate quantities for the purpose of descriptive modeling.NQ. 3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. G.CO.9 Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent;points on a perpendicular bisector of a line Essential Questions Can I identify the transversal in a diagram of intersecting lines? Can I find the measure of angles formed by parallel lines that are cut by a transversal? Can I set up and solve algebraic equations based on the location of given information of angles formed by parallel lines that are cut by a transversal? Can I prove two lines are parallel using the converses of the parallel line theorems? Can I find the slope of two lines and determine that they are parallel, perpendicular, or neither? Can I write the equation of a line that is parallel or perpendicular to a given line, through a given point? How will I be able construct a parallel line through a given point? How do I construct a line perpendicular through a given point on the line & a given point not on the line? Can I write a proof to prove verticals congruent, alternate interior angles & corresponding angles congruent when a transversal crosses parallel lines? Pacing Guideline 8 Include day of review & day of test Key Academic Vocabulary Transversal intersecting lines angle parallel lines converse theorem slope perpendicular lines; line point alternate interior angles alternate exterior angles corresponding angles consecutive interior angles same side interior angles Compass straightedge parallel point 5 Common Core Curriculum Map 2012-2013 Common Core Math II segment are exactly those equidistant from the segment’s endpoints. perpendicular vertical angles congruent G.CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. NQ. 2 Define appropriate quantities for the purpose of descriptive modeling. NQ. 3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. A.CED.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. A.CED.3 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. G.PE.5 Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). 6 Common Core Curriculum Map 2012-2013 Common Core Math II Unit 3 Parallel & Perpendicular Lines Suggested Resources by Unit Location of these resources 1. Use www.classzone.com (must create free account) to assess section quizzes & tests 2. Geometry, McDougal Littell, 2004 edition. 3. Geometry Resources, McDougal Littell, 2004 edition. 4. http://www.insidemathematics.org/index.php/tools-for-teachers (Problems of the month are excellent modeling problems.) 5. http://www.indiana.edu/~iucme/mathmodeling/lessons.htm (Modeling Problems Resource) 7 Common Core Curriculum Map 2012-2013 Common Core Math II Common Core Unit Name: Congruent Triangles Unit Number: 4 Enduring Understanding: Students need to know how to write proofs about triangles concerning sum of the measures of the interior angles of a triangle is 180 degrees, exterior angles theorem, isosceles triangles, base angles of an isosceles triangle are congruent, corresponding parts of congruent triangles, triangle congruence theorems in order to construct viable arguments & critque the reasoning of others. Students will use this knowledge to make sense of problems & persevere in solving them. Standard G.CO. 6 Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. G.CO.7 Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. G.CO.8 Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. Essential Questions What are the properties of isosceles triangles & can I apply them? Can I identify corresponding parts of congruent triangles? Can I prove & apply the triangle congruence theorems? Can I write proofs about triangles? Pacing Guideline 7 Includes day of review & day of test Key Academic Vocabulary Vertex adjacent sides isosceles triangle legs hypotenuse base corresponding parts congruent triangle theorem exterior angle interior angle base angles vertex angle G.CO.10 Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point. 8 Common Core Curriculum Map 2012-2013 Common Core Math II Common Core Unit Name: Congruent Triangles Suggested Resources by Unit Unit Number: 4 Location of these resources Use www.classzone.com (must create free account) to assess section quizzes & tests Geometry, McDougal Littell, 2004 edition. Geometry Resources, McDougal Littell, 2004 edition. http://www.insidemathematics.org/index.php/tools-for-teachers (Problems of the month are excellent modeling problems.) http://www.insidemathematics.org/index.php/tools-for-teachers (Problems of the month are excellent modeling problems.) http://secmathccss.files.wordpress.com/2011/06/9parallel_perpendicular_lines_beta_complete.pdf Finding Equations for Parallel and Perpendicular Lines http://ifl.lrdc.pitt.edu/cnx/Amazing%20Amanda%20--%20Task.pdf (Discovery lesson on interior angles of a triangle) 9 Common Core Curriculum Map 2012-2013 Common Core Math II Common Core Unit Name: Unit Number: 5 Properties of Triangles Enduring Understanding: Students will look for & make use of the structure of midsegments and medians of triangles, the segment joining the midpoints of two sides of a triangle is parallel to the third side and half the length in order to make sense of the problem & persevere in solving problems. Students will use appropriate tools & attend to precision to inscribed and circumscribed circles of a triangle & to construct equilateral triangle inscribed in a circle. Standard G.CO.10 Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point. G.CO.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle. G.C.3 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle. Essential Questions Can I use the properties of midsegments & medians of triangles to determine lengths of different parts? Can I construct the inscribed and circumscribed circles of a triangle? Can verify that the medians of a triangle meet at a point and solve appropriate problems? Can I construct a inscribed equilateral triangle in a circle? Pacing Guideline 6 days including review and test Key Academic Vocabulary midsegment of triangle median of triangle segment triangle parallel inscribed circle circumscribed circle properties equilateral triangle inscribed equilateral triangle 10 Common Core Curriculum Map 2012-2013 Common Core Math II Unit 5 Properties of Triangles Suggested Resources by Unit Location of these resources http://oaklandk12public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?UnitID=15810&Yea rID=2013&SchoolID=19&TimePeriodID=14&SourceSiteID=&CurriculumMapID= 767& Graphic Organizer: www.ilovemath.org - "Segments of a Triangle" Discovery Lesson - www.ilovemath.org - "Discovering Triangle Midsegments" Use www.classzone.com (must create free account) to assess section quizzes & tests http://www.insidemathematics.org/pdfs/geometry/circle-and-squares/packet.pdf (Modeling problem dealing with proportions of areas of inscribed triangles and circles.) http://www.indiana.edu/~iucme/mathmodeling/lessons.htm (Modeling Problems Resource – “Amusement Park”) http://www.mathsisfun.com/geometry/construct-triangleinscribe.html (Simulation of construction of inscribed circle in a triangle. 11 Common Core Curriculum Map 2012-2013 Common Core Math II Common Core Unit Name: Parallelograms Unit Number: 6 Enduring Understanding: Students need to be able reason abstractly & quantitatively in applying the properties of parallelograms to determine measures of sides, angles & diagonals. Students will reason abstractly & quantitatively in order to construct viable arguments & critique the reasoning of others to prove theorems of the following for parallelograms: opposite sides & angles are congruent, diagonals bisect each other & conversely & rectangles are parallelograms with congruent diagonals. Students will model mathematics by using appropriate tools & attending to precision in constructing a square inscribed in a circle.Students need to be able reason abstractly & quantitatively in applying the properties of parallelograms to determine measures of sides, angles & diagonals. Standard G.CO. 11 Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals. G.CO.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle. Essential Questions Pacing Guideline Key Academic Vocabulary Can I determine the measures of the sides, angles & diagonals of parallelograms? Can I prove diagonals of parallelograms bisect each other & conversely? Can I prove the theorems about opposite sides & angles are congruent for parallelograms? Can I construct a inscribed square in a circle? Can I use coordinate geometry to prove simple Geometric theorems? Can I construct a square inscribed in a circle? 7 days including review and test quadrilateral parallelogram side angle diagonal theorem opposite sides opposite angles consecutive sides congruent diagonals 12 Common Core Curriculum Map 2012-2013 Common Core Math II bisect converse rectangle square inscribed in a circle Unit 6 Parallelograms Suggested Resources by Unit Give students a large copy of a parallelogram. Provide several different parallelograms for the class. Have them use rulers and protractors to measure the sides, the diagonals, the parts of the diagonals, and all the angles. As a class, have them list the patterns they are seeing in their measurements. If students do not discover all of the properties of parallelogram on their own, lead them into the discovery. Then give the students some parallelograms with partial information. Using the properties they have just discovered, they should find the using parts. Location of these resources McDougal Littell Geometry Textbook assignments. Practice worksheets. Discovery Lesson: www.ilovemath.org - "Sorting Quadrilaterals" Use www.classzone.com (must create free account) to assess section quizzes & tests http://www.indiana.edu/~iucme/mathmodeling/lessons.htm (Modeling Problems Resource) http://www.insidemathematics.org/index.php/tools-for-teachers (Problems of the month are excellent modeling problems.) 13 Common Core Curriculum Map 2012-2013 Common Core Math II Common Core Unit Name: Similar Triangles Unit Number: 7 Enduring Understanding: Students will look for & express regularity in repeated reasoning in solving proportions & in similarity theorems. Students will write proofs about similar triangles in order construct viable arguments & critique the reasoning of others. Reason abstractly and quantitatively in the proof writing process. As well as construct viable arguments and critique the reasoning of others as they analyze the correctness of others proofs. Standard Essential Questions Pacing Guideline Key Academic Vocabulary G.GPE.6 Find the point on a directed line segment between two given points that partitions the segment in a given ratio. Can I find a point on a directed line segment between two given points that partitions the segment in a given ratio? Can I apply the triangle similarity theorems to determine the measures of different parts? Can I write proofs about triangles? Can I apply triangle similarity theormens to the coordinate plane and dialations? 6 days including review and test proportion, extremes, means, geometric mean, similar polygons, scale factor, dilation, reduction, G.SRT.1 Verify experimentally the properties of dilations given by a center and a scale factor: b.The dilation of a line segment is longer or shorter in the ratio given by the scale factor. 14 Common Core Curriculum Map 2012-2013 Common Core Math II enlargement, theorem, proof, triangle, G.SRT.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. Unit 7 Similar Right Triangles Suggested Resources by Unit Location of these resources http://oaklandk12public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?UnitID=15810&Yea rID=2013&SchoolID=19&TimePeriodID=14&SourceSiteID=&CurriculumMapID= 767& Use www.classzone.com (must create free account) to assess section quizzes & tests http://www.indiana.edu/~iucme/mathmodeling/lessons.htm (Modeling Problems Resource) http://www.insidemathematics.org/index.php/tools-for-teachers (Problems of the month are excellent modeling problems.) 15 Common Core Curriculum Map 2012-2013 Common Core Math II Common Core Unit Name: Special Right Triangles Unit Number: 8 Enduring Understanding: Pythagorean Theorem, similar right triangles, special right triangles, trigonometry. Students will make sense of real world problems and persevere in solving them. Standard G.SRT.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. G.SRT.7 Explain and use the relationship between the sine and cosine of complementary angles. G.SRT.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. Essential Questions Pacing Guideline Key Academic Vocabulary Can I apply the Pythagorean Theorem? Can I apply properties for similar right triangles, special right triangles & trigonometry? 8 days including review and test geometric mean Pythagorean Theorem Pythagorean triple special right triangles trigonometric ratio sine, cosine, tangent angle of elevation angle of depression similarity G.SRT.9 (+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side. (for 16 Common Core Curriculum Map 2012-2013 Common Core Math II enrichment only) G.SRT.11 (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces). (for enrichment only) (for enrichment only) A.REI.2 Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of exponents. Unit 8 Special Right Triangles Suggested Resources by Unit Location of these resources http://oaklandk12public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?UnitID=15810&Yea rID=2013&SchoolID=19&TimePeriodID=14&SourceSiteID=&CurriculumMapID= 767& Use www.classzone.com (must create free account) to assess section quizzes & tests Activity: www.ilovemath.org - "Around the World Pythagorean Theorem" http://www.indiana.edu/~iucme/mathmodeling/lessons.htm (Modeling Problems Resource) http://www.insidemathematics.org/pdfs/geometry/circle-and-squares/packet.pdf (Modeling problem dealing with proportions of areas of inscribed triangles and circles.) http://ifl.lrdc.pitt.edu/cnx/Squaring%20Triangles%20--%20Task.pdf (Leads students through two different proofs of the Pythagorean Theorem) 17 Common Core Curriculum Map 2012-2013 Common Core Math II Common Core Unit Name: Unit Number: 9 Circles Enduring Understanding: Identify and describe relationships among angles, radii and chords. Prove all circles are similar. Similarity: Length of an arc, define radian measure constant of proportion, formula for area of sector. Relationship between central, inscribed & circumscribed angles. Radius of circle perpendicular to tangent where radius intersects the circle. Inscribe square, equilateral triangle, regular hexagon in a circle. Reason abstractly and quantitatively in the the proof writing process. As well as construct viable arguments and critique the reasoning of others as they analyze the correctness of others proofs. Students will look for and make use of the structure of similar triangles to discover theorems concerning circles. Standard Essential Questions Pacing Key Academic 18 Common Core Curriculum Map 2012-2013 Common Core Math II Guideline G.C.1 Prove that all circles are similar. G.C.2 Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle. G.C.5 Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. G.GMD.1 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments. Can I identify and describe relationships among angles, radii and chords? Can I prove all circles are similar? Can I determine the length of an arc? Am I able to define the radian measure of a constant proportion? Can I apply the formula for the area of a sector? Can I identify & use the relationship between a central, inscribed & circumscribed angles? Can I determine the radius of a circle perpendicular to tangent where the radius intersects the circle? Can I construct a inscribed square, equilateral triangle, regular hexagon in a circle? 6 days Vocabulary circle arc radian measure of constant proportion sector central angle inscribed angle circumscribed angle radius diameter perpendicular tangent square, equilateral triangle regular hexagon, inscribed in circle G.CO.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle. G.GPE.4 Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2). A.REI. 10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). 19 Common Core Curriculum Map 2012-2013 Common Core Math II Suggested Resources by Unit Location of these resources Geometry, McDougal Littell, 2004 edition. Geometry Resources, McDougal Littell, 2004 edition. http://www.insidemathematics.org/index.php/tools-for-teachers (Problems of the month are excellent modeling problems.) http://www.indiana.edu/~iucme/mathmodeling/lessons.htm (Modeling Problems Resource) http://www.insidemathematics.org/pdfs/geometry/circle-and-squares/packet.pdf (Modeling problem dealing with proportions of areas of inscribed triangles and circles.) Common Core Unit Name: Equations of Circles and Parabolas Unit Number: 10 Enduring Understanding: Students will look for and make use of structure as they write the equation of a circle, given the center and radius. Students will look for and express regularity in repeated reasoning as they complete the square to find the center and radius of a circle, given the equation. Students will look for and express regularity in repeated reasoning as they write the equation of parabola given the focus and directrix. Standard Essential Questions G.GPE.1 Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation. Can I write an equation given the center & radius? Can I complete the square to find the center & radius of a circle given the equation? Can I write the equation of a parabola given the focus & directrix? G.GPE .2 Derive the equation of a parabola given a focus Pacing Guideline Key Academic Vocabulary 8 Includes day for test circle center of circle radius parabola focus 20 Common Core Curriculum Map 2012-2013 Common Core Math II and directrix. G.CO.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle . directrix inscribed in a circle regular hexagon A.REI.2 Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. AREI.4b Solve quadratic equations by inspection (e.g., for x^2= 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. A.REI. 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.★ A.SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients. A.SSE.2 Use the structure of an expression to identify ways to rewrite it. For example, see x^4– y^4as (x^2)^2– (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2– y^2)(x^2+ y^2). A.SSE.3c Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15^tcan be rewritten as (1.15^1/12)^12t≈ 1.012^12tto reveal the approximate equivalent monthly interest rate if the annual rate is 15%.when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b. 21 Common Core Curriculum Map 2012-2013 Common Core Math II A.APR. 1 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. A.APR.3 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. A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. A.REI.7 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 x^2+y^4= 3 A.REI. 10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve(which could be a line). F.IF. 2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. F. IF. 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.★ F.IF. 5 Relate the domain of a function to its graph and, 22 Common Core Curriculum Map 2012-2013 Common Core Math II 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.★ F.IF. 8a 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. F.IF. 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. F.BF.1a Determine an explicit expression, a recursive process, or steps for calculation from a context. F.BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(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. Suggested Resources by Unit Location of these resources 1. Algebra II with Trigonometry, Prentice Hall, 1993 edition 1.Several copies available at Southern Nash High School (Contact Ginny Etheridge, [email protected] ) 2. Use www.classzone.com (must create free account) to assess section quizzes & tests 23 Common Core Curriculum Map 2012-2013 Common Core Math II 3. Geometry, McDougal Littell, 2004 edition. 4. Geometry Resources, McDougal Littell, 2004 edition. 5. http://www.insidemathematics.org/index.php/tools-for-teachers (Problems of the month are excellent modeling problems.) Common Core Unit Name: Unit Number: 11 Probability Enduring Understandings: Students will look for and express regularity in repeated reasoning as they describe subsets of a sample space to determine outcomes. Students will look for and express regularity in repeated reasoning as they use union, intersection or complements of other events to describe outcomes of events. Students will make sense of problems and persevere in solving them as they understand independence and conditional probability and use them to interpret data. Students will make sense of problems and persevere in solving them as they use the rules of probability to compute probabilities of compound events in a uniform probability model. Students will make sense of problems and persevere in solving them as they use probability to evaluate outcomes of decisions. Standard Essential Questions S.CP.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”). Can I describe a subset of a sample space to determine outcomes? Can I use the Addition Rule, Multiplication Pacing Guideline Key Academic Vocabulary sample space subset 24 Common Core Curriculum Map 2012-2013 Common Core Math II S.CP.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. Rule, permutations and combinations to compute probabilities for events and interpret the answer in terms of a model? S.CP.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.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. union intersection outcome complement independence probability conditional probability addition rule, multiplication rule permutations combinations compound events uniform probability S.CP.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 smoker with the chance of being a smoker if you have lung cancer. S.CP.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. S.CP.7 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. A.SSE.1b 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. Suggested Resources by Unit Location of these resources 25 Common Core Curriculum Map 2012-2013 Common Core Math II 1. Algebra II with Trigonometry, Prentice Hall, 1993 edition 1.Several copies available at Southern Nash High School (Contact Ginny Etheridge, [email protected] ) 2. Use www.classzone.com (must create free account) to assess section quizzes & tests 3. Geometry, McDougal Littell, 2004 edition. 4. Geometry Resources, McDougal Littell, 2004 edition. 5. http://www.insidemathematics.org/index.php/tools-for-teachers (Problems of the month are excellent modeling problems.) Common Core Unit Name: Unit Number: 12 Volume, Area, and Surface Area Enduring Understanding: Students will look for and express regularity while finding the volume of cylinders, cones, pyramids & spheres. Students will use modeling while considering the concepts of density based on area & volume. Students will construct viable arguments and critique the reasoning of others when deriving volume formulas for cylinders, pyramids, & cones. Students will attend to precision as they describe shapes, their measurements and properties. Standard G.MG. 2 Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).★ G-MG. 1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).★ G.GMD.3 Use volume formulas for cylinders, pyramids, Essential Questions Can I apply the formulas for volume of cones, pyramids, cylinders & spheres? Can I model concepts of density based on area & volume? Can I make an informal argument for volume formulas for cylinders, pyramids & cones? Can I model geometric shapes, their measures & properties? Pacing Guideline 3 days Key Academic Vocabulary polyhedron, face, edge, vertex, regular, convex, cross section, Platonic solids, tetrahedron, octahedron, dodecahedron, isocahedron, prism, bases, lateral faces, right prism, oblique prisms, surface 26 Common Core Curriculum Map 2012-2013 Common Core Math II area, lateral area, net, cylinder, right cylinder, pyramid, regular pyramid, cone, circular cone, right cone, volume, sphere, center of a sphere, radius of a sphere, chord of a sphere, diameter, great circle, hemisphere, similar solids, apothem of the polygon, center of the polygon, radius of the polygon, central angle of the polygon, density, cones, and spheres to solve problems.★ NQ.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. NQ. 2 Define appropriate quantities for the purpose of descriptive modeling. A.CED. 4 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. Unit 12 Surface Area, Area, and Volume Suggested Resources by Unit Location of these resources Geometry, McDougal Littell, 2004 edition. Geometry Resources, McDougal Littell, 2004 edition. http://www.insidemathematics.org/index.php/tools-for-teachers (Problems of the month are excellent modeling problems.) http://www.insidemathematics.org/pdfs/geometry/glasses/task.pdf (A modeling task involving volume, includes grading rubric, reflection questions, Common Core Standards used.) http://www.insidemathematics.org/pdfs/geometry/triangles/packet.pdf (A modeling problem dealing with areas of triangles and ratios.) 27 Common Core Curriculum Map 2012-2013 Common Core Math II Common Core Unit Name: Transformations Unit Number: 13 Enduring Understanding: Students will use appropriate tools to represent transformations in the plane using software or transparencies. Students will look for and express regularity in repeated reasoning when they describe transformations as functions that take points in the plane as inputs & give other points as outputs. Students will look for and make use of structure as they compare transformations that preserve distance & angle to those that do not. Student will use modeling to describe the rotations & reflections that carry a polygon onto itself (rectangle, parallelogram, trapezoid, or regular polygon). Students will use modeling to define rotations, reflections & translations in terms of angles, circles, perpendicular lines, parallel lines & line segments. Students will use appropriate tools as they draw the transformed figure given rotation, reflection & translation & specify the sequence used to carry figure onto another. Students will reason abstractly and quantitatively as they verify experimentally the properties of dilations given by a center & a scale factor.(a.) Dilation takes a line not passing through the center of the dilation to a parallel line & leaves line passing through the center unchanged.(b.) Dilation of line segment is longer or shorter in the ratio given by the scale factor. Standard Essential Questions Pacing Guideline Key Academic Vocabulary 28 Common Core Curriculum Map 2012-2013 Common Core Math II G.CO.2 2. Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch). G.CO.3,3. Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. G.CO.4 4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments Can I identify the different types of transformations? Can I describe how the transformations of how a figure is carried onto itself? Can I compare the different transformations? Can I draw the different transformations given specific information? Can I use the properties of dilations? G.CO.5 5. Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. G.SRT.1 1. Verify experimentally the properties of dilations given by a center and a scale factor: a. A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged. b. The dilation of a line segment is longer or shorter in the ratio given by the scale factor. image preimage isometry reflection line of symmetry rotation center of rotation angle of rotation rotational symmetry translation vector initial point terminal point component form glide reflection composition frieze pattern reduction enlargement translation dilation G.SRT.2 2. Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides. F.BF. 3 3. Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. Suggested Resources by Unit Location of these resources Geometry, McDougal Littell, 2004 edition. 29 Common Core Curriculum Map 2012-2013 Common Core Math II Geometry Resources, McDougal Littell, 2004 edition. http://www.insidemathematics.org/index.php/tools-for-teachers (Problems of the month are excellent modeling problems.) http://secmathccss.wordpress.com/secmath1/sec-math-1-year-at-aglance/sec-1-problemassessment-tasks/s1-u5-tasks/ (Culminating activity in which students design Geometric art using transformations, circles and inscribed figures.) 30