Download Algebra II - Palos 128

Pacing Guide - Algebra
Trimester 2
Standard #1: Algebra
A.APR: Arithmetic with Polynomials and Rational Expressions
A.APR.1 – I understand that polynomials form a system analogous to the integers and are closed under all operations.
A.SSE: Seeing Structure in Expressions
A.SSE.1 – I can interpret expressions and parts of an expression, such as terms, factors, and coefficients.
A.SSE.2 – I can use the structure of an expression to identify ways to rewrite it.
A.SSE.3 – I can choose and produce an equivalent form of an expression by factoring it using multiple methods.
A.REI: Reasoning with Equations and Inequalities
A.REI.3 – I can solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A.REI.4 – I can solve quadratic equations in one variable.
A.REI.11 – I can explain why the coordinates of graph intersect to find solutions and I can find approximate solutions for intersecting
graphs.
1
DoesNotMeet.Thestudent
demonstratesverylittle
understandingofthegradelevel
standard.Thestudentdoesnotshow
anysignificantabilitytoperformthe
skill.
2
Progressing.Thestudent
demonstratesincomplete
understandingofthegradelevel
standard.Thestudentmakes
significanterrorswhenperforming
theskill.
3
Meetsexpectations.Thestudent
demonstratescomplete
understandingofthegradelevel
standardwithveryfewerrorsin
computation.
4
Exceedsexpectations.Thestudent
demonstratescompleteanddetailed
understandingofthegradelevel
standardandexhibitssome
understandingofthenextgradelevel
standard.
Standard #2: Functions
F.BF: Building Functions
F.BF.2 – I can write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations and
translate between the two forms.
F.BF.3 – I can identify the effect on a graph of replacing unknowns for specific values.
F.LE: Linear, Quadratic and Exponential Models
F.LE.1 – I can distinguish between situations that can be modeled with linear functions and with exponential functions.
F.LE.2 - I can construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of
relationship, or two input-output pairs (include reading these from a table).
F.LE.3 – I can observe, using graphs and tables, that a quantity increasing exponentially eventually exceeds a quantity increasing
linearly, quadratically, or as a polynomial function.
F.IF: Interpreting Functions
F.IF.3 – I can recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.
F.IF.4 – I can model functions of relationships between two quantities and can interpret key features of graphs and tables.
F.IF.6 – I can calculate and interpret the average rate of change of a function over a specific interval. I can estimate the rate of change
from a graph.
F.IF.7 – I can graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using
technology for more complicated cases.
1
DoesNotMeet.Thestudent
demonstratesverylittle
understandingofthegradelevel
standard.Thestudentdoesnotshow
anysignificantabilitytoperformthe
skill.
2
Progressing.Thestudent
demonstratesincomplete
understandingofthegradelevel
standard.Thestudentmakes
significanterrorswhenperforming
theskill.
3
Meetsexpectations.Thestudent
demonstratescomplete
understandingofthegradelevel
standardwithveryfewerrorsin
computation.
4
Exceedsexpectations.Thestudent
demonstratescompleteanddetailed
understandingofthegradelevel
standardandexhibitssome
understandingofthenextgradelevel
standard.
Standard #3: Numbers & Quantity
N.RN: The Real Number System
N.RN.1 – I can explain how the definition of the meaning of rational exponents follows from extending properties of integer exponents to
those values.
N.RN.2 – I can rewrite expressions involving radicals and rational exponents using the properties of exponents.
N.RN.3 – I can explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational
number is irrational/ and that the product of a nonzero rational number and an irrational number is irrational.
1
DoesNotMeet.Thestudent
demonstratesverylittle
understandingofthegradelevel
standard.Thestudentdoesnotshow
anysignificantabilitytoperformthe
skill.
2
Progressing.Thestudent
demonstratesincomplete
understandingofthegradelevel
standard.Thestudentmakes
significanterrorswhenperforming
theskill.
3
Meetsexpectations.Thestudent
demonstratescomplete
understandingofthegradelevel
standardwithveryfewerrorsin
computation.
4
Exceedsexpectations.Thestudent
demonstratescompleteanddetailed
understandingofthegradelevel
standardandexhibitssome
understandingofthenextgradelevel
standard.