Download 1 - Rocky Ford School District

ROCKY FORD CURRICULUM GUIDE
SUBJECT: Algebra II
Grade Level
Expectation
1. Functions model
situations where one
quantity determines
another and can be
represented
algebraically,
graphically, and using
tables
GRADE: High School
Evidence Outcome
i.
Graph exponential and
logarithmic functions,
showing intercepts and end
behavior, and trigonometric
functions, showing period,
midline, and amplitude. C
TIMELINE: 4th Quarter
Student-Friendly
Learning Objective
Level of
Thinking
Resource Correlation
Academic
Vocabulary
We will graph exponential
and logarithmic functions,
showing intercepts and end
behavior.
Analysis
Holt McDougal Algebra 2
Page 490 – 493
Trigonometric
function
Smartboard tool bar –
imported graphs
Period
Amplitude
Graphing Calculator
Midline
Holt McDougal Algebra 2
Page 990 – 1003
Kuta Software Website–
Algebra 2
1. Functions model
situations where one
quantity determines
another and can be
represented
algebraically,
graphically, and using
tables
1. Functions model
situations where one
quantity determines
another and can be
represented
algebraically,
graphically, and using
tables
2. Use the properties of
exponents to interpret
expressions for
exponential functions. C
ii. Write arithmetic and
geometric sequences both
recursively and with an explicit
formula, use them to model
situations, and translate
between the two forms. C
© Learning Keys, 800.927.0478, www.learningkeys.org
We will graph exponential
and logarithmic functions,
showing intercepts and end
behavior.
Analysis
Holt McDougal Algebra 2
Page 490 – 493
We will write arithmetic and
geometric sequences both
recursively and with a
formula, use them to model
situations, and translate
between the two forms.
Analysis
Holt McDougal Algebra 2
Page 862 – 868
Complete the square
Symmetry
Trigonometric
function
Geometric sequence
Recursive
Kuta Software Website–
Algebra 2
Page 1
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Algebra II
GRADE: High School
Grade Level
Expectation
Evidence Outcome
2. Quantitative
relationships in the real
world can be modeled
and solved using
functions
a. Construct and compare linear,
quadratic, and exponential models
and solve problems.
i. Distinguish between
situations that can be
modeled with linear
functions and with
exponential functions.
ii.
TIMELINE: 4th Quarter
Student-Friendly
Learning Objective
Level of
Thinking
Resource Correlation
We will distinguish between
situations that can be
modeled with linear
functions and with
exponential functions.
Comp
Holt McDougal Algebra 2
Page 490 – 493
1. Prove that linear
functions grow by equal
differences over equal
intervals, and that
exponential functions
grow by equal factors
over equal intervals. I
We will prove that linear
functions grow by equal
differences over equal
intervals, and that
exponential functions grow
by equal factors over equal
intervals.
Comp
Holt McDougal Algebra 2
Page 490 – 493
2. Identify situations in
which one quantity
changes at a constant
rate per unit interval
relative to another. I
We will idenitify situations in
which one quantity changes
at a constant rate per unit
interval relative to another.
Comp
Holt McDougal Algebra 2
Page 569
3. Identify situations in
which a quantity grows
or decays by a constant
percent rate per unit
interval relative to
another. I
We will identify situations in
which a quantity grows or
decays by a constant
percent rate per unit
interval relative to another.
Comp
Holt McDougal Algebra 2
Page 491
Construct linear and
exponential functions,
including arithmetic and
geometric sequences,
given a graph, a description
of a relationship, or two
input-output pairs. I
We will construct linear and
exponential functions,
including arithmetic and
geometric sequences,
given a graph, a description
of a relationship, or two
Comp
© Learning Keys, 800.927.0478, www.learningkeys.org
Academic
Vocabulary
Quantity grows
Quantity decays
Holt McDougal Algebra 2
Page 490 – 493
Smartboard tool bar –
imported graphs
Page 2
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Algebra II
Grade Level
Expectation
GRADE: High School
Evidence Outcome
Student-Friendly
Learning Objective
TIMELINE: 4th Quarter
Level of
Thinking
Resource Correlation
Comp
Holt McDougal Algebra 2
Page 490 – 493
Academic
Vocabulary
input-output pairs.
iii. Use graphs and tables to
describe that a quantity
increasing exponentially
eventually exceeds a
quantity increasing linearly,
quadratically, or (more
generally) as a polynomial
function. I
We will use graphs and
tables to describe an
exponentially increasing
quantity as a polynomial
function
Graphing calculator
For exponential models, express as
a logarithm the solution to abct = d
where a, c, and d are numbers and
the base b is 2, 10, or e; I
2. Quantitative
relationships in the real
world can be modeled
and solved using
functions
3. Probability models
outcomes for situations
in which there is inherent
randomness
a. Model periodic phenomena with
trigonometric functions.
i. Choose the trigonometric
functions to model periodic
phenomena with specified
amplitude, frequency, and
midline. I
a. Understand independence and
conditional probability and use
them to interpret data.
i. Describe events as subsets
of a sample space using
characteristics (or
categories) of the
outcomes, or as unions,
intersections, or
complements of other
events. C
© Learning Keys, 800.927.0478, www.learningkeys.org
Smartboard tool bar –
imported graphs
Logarithm
Comp
Holt McDougal Algebra 2
Page 490 – 493
Appl
We will choose the
trigonometric functions
that model specified
amplitude, frequency,
and midline.
We will describe events as
subsets of a sample space
using characteristics of the
outcomes, or as unions,
intersections, or
complements of other
events.
Tangent
Holt McDougal Algebra 2
Page 930
Smartboard tool bar –
imported graphs
Sine
Cosine
Amplitude
Kuta Software Website–
Algebra 2
Appl
Holt McDougal Algebra 2
Page 802
Union
Intersection
Page 3
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Algebra II
Grade Level
Expectation
GRADE: High School
Evidence Outcome
TIMELINE: 4th Quarter
Student-Friendly
Learning Objective
Level of
Thinking
Resource Correlation
We will explain 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.
Appl
Holt McDougal Algebra 2
Page 811, 812
iii. Using the conditional
probability of A given B as
P(A and B)/P(B), interpret
the 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. C
We will use the conditional
probability of A given B as
P(A and B)/P(B), to
interpret the 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.
Appl
Holt McDougal Algebra 2
Page 812 – 814
iv.
We will 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.
Appl
Holt McDougal Algebra 1
Page 882
We will recognize and
Appl
Holt McDougal Algebra 2
ii.
Explain 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. C
Construct and interpret twoway 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. C
v. Recognize and explain the
© Learning Keys, 800.927.0478, www.learningkeys.org
Academic
Vocabulary
Page 4
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Algebra II
Grade Level
Expectation
GRADE: High School
Evidence Outcome
concepts of conditional
probability and
independence in everyday
language and everyday
situations. C
3. Probability models
outcomes for situations
in which there is inherent
randomness
b. Use the rules of probability to
compute probabilities of
compound events in a uniform
probability model.
i. 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. C
ii.
3. Probability models
outcomes for situations
in which there is inherent
randomness
c.
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. C
Analyze* the cost of insurance
as a method to offset the risk of
a situation (PFL) C
© Learning Keys, 800.927.0478, www.learningkeys.org
Student-Friendly
Learning Objective
TIMELINE: 4th Quarter
Level of
Thinking
Resource Correlation
Page 812 – 814
explain the concepts of
conditional probability and
independence in everyday
language and everyday
situations.
We will 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.
Appl
Holt McDougal Algebra 2
Page 812 – 814
We will 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.
Appl
Holt McDougal Algebra 2
Page 812 – 814
We will analyze the cost of
Appl
Economics Teacher
insurance as a method to
offset the risk of a
situation (PFL).
Academic
Vocabulary
Websites
Community people
Page 5