Atlas Curriculum Management :: Scope and Sequence Report

Page 1 of 6

Scope and Sequence Report For Do (Skills/Procedures)

Greenville County Schools 2013 - 2014
Thursday, August 15, 2013, 9:36PM

District High School Mixed-Grade High School Algebra 2 (E) 2013-2014

1: Modeling with Equations and Inequalities (Week 1-Week 3) A,B. Define a variable and create a linear equation or inequality (including compound) to model a real-world scenario, indicating units for the variable appropriate for the problem context. A, B. Interpret the parts of an equation or inequality including coefficients and constants in the context of the problem situation. A, B. Define a variable and create an absolute value equation or inequality to model a real-world scenario, indicating units for the variable appropriate for the problem context. A. Solve real-world and mathematical problems involving linear and absolute value equations, interpreting and justifying the solution to these problems in the context of the problem being modeled. A. Solve literal equations for an indicated unknown, using real world formulas from other disciplines. B. Solve real-world and mathematical problems involving linear, compound (and/or) linear and absolute value inequalities, interpreting and justifying the solution to these problems in the context of the problem being modeled. B. Graph the solutions sets of linear, compound, and absolute value inequalities on the real number line. B. Given the graph of opposing rays or an interval on a number line, write the corresponding algebraic representation using a compound inequality as well as an absolute value inequality (distance interpretation).

2: Transformations & Characteristics of Functions (Week 4-Week 7) A, E, F. Sketch each parent function (constant, linear, square root, cube root, absolute value, quadratic, cubic, reciprocal and exponential) noting domain, range and key characteristics of each, with and without technology. A. Identify the equation of a parent function given its graph. A, B, C. Determine the y value that correspond to a given x value in the domain of the function by using the graph. B, F. Draw the graph of a piecewise function composed of a variety of transformed parent functions when given the equation. B. Evaluate a piecewise function for a particular x value using the equation of the function. C. Given the equation of a step function, draw the graph and explain how it can be considered a piecewise function. C. Evaluate the step function for a given value of x in its domain, where x is any rational number. C. Create step functions from real world applications and use them to solve problems, interpreting the solutions in context of the problem. D, E, F. Graph transformations of the square root, cube root, absolute value, quadratic, cubic parent functions created by replacing

http://greenvillek12.rubiconatlas.org/Atlas/Browse/View/ScopeAndSequence

8/15/2013

Atlas Curriculum Management :: Scope and Sequence Report

Page 2 of 6

District High School Mixed-Grade High School Algebra 2 (E) 2013-2014

f(x) with f(x) + k, kf(x), f(kx), f(x+ k), noting domain, range, and key characteristics of each with and without technology. (Include combinations of transformations.) D. Write the equation of a transformed parent function given its graph. D. Given the equation of a transformed function, write a verbal description of the transformations applied to the parent function. F. Determine the domain and range of a function when given its graph, including functions that are discrete, continuous, discontinuous, finite, or infinite, noting any domain restrictions. A, B, C, D, E, F. Create equations for functions that model real world and mathematical problems giving the appropriate domain for the context and explaining how the function would change if the parameter in the problem change. G. Explain the meaning of the inverse of a function from graphical perspective, noting the interchanging of the domain and range. G. Use the fact that inverse functions are reflections of each other over y = x, to sketch the graph of an inverse, explaining the effect on ordered pairs. G. Recognize the inverse relationship between quadratic/square root functions and cubic/cube root functions through the use of graphs.

3: Polynomials Expressions and Functions (Week 8-Week 11) A. Interpret parts of an expression, such as terms, factors, degree and coefficients. A. Determine whether an expression is a polynomial. B. Add and subtract polynomials expressions. B. Multiply polynomials, including a monomial times a polynomial, a binomial times a trinomial, a trinomial times a trinomial, etc. B. Rewrite polynomial expressions in equivalent forms using factoring, including common factors, differences of two squares, sum and difference of two cubes, perfect square trinomials, general trinomials, and grouping, limited to polynomials of degree less than or equal to 6. B, C. Build and interpret functions to model real world problems by adding, subtracting, and multiplying polynomials, for example revenue, cost and profit (R(x) - C(x) = P(x)). C. Determine the domain and range of a given polynomial function with and without technology. C. Using technology, sketch the graph of a variety of polynomial functions, and identify the end behavior, intervals of increasing and decreasing, zeros, and extrema for each function. C. Analyze graphs of polynomial functions using observed patterns to draw conclusions about end behavior, zeros, and extrema as related to the leading coefficient and degree of the equation of the function. C. Given the graph of a polynomial function, determine its key characteristics including the sign of leading coefficient, end behavior, and possible degree, based on the conclusions from the previous analysis of graphs of polynomial functions.

http://greenvillek12.rubiconatlas.org/Atlas/Browse/View/ScopeAndSequence

8/15/2013

Atlas Curriculum Management :: Scope and Sequence Report

Page 3 of 6

District High School Mixed-Grade High School Algebra 2 (E) 2013-2014

C. Construct a rough graph of a polynomial function when given a factorable polynomial of degree less than or equal to 4 (already factored for degrees greater than 4) using zeros and end behavior without the use of technology. C. Calculate the average rate of change of a polynomial function over a given interval, including functions arising from real-world applications. 4: Quadratic Functions, Equations, & Inequalities (Week 12-Week 16) A. Rewrite a quadratic equation from standard form, y = ax2 + bx + c, to vertex form, y= a(x - h)2 + k by completing the square. A. Rewrite a quadratic equation from vertex form, y= a(x - h) + k, to standard form, y = ax + bx + c, using operations of polynomials. A. Find the vertex of a quadratic function given either vertex or standard form. A, B. Determine the x intercepts (zeros) of a quadratic function in standard form by using factoring, quadratic formula, completing the square, and square roots. B. Determine the x intercepts (zeros) of a quadratic in vertex form by solving the equation using square roots. B. Determine the domain, range, and the y intercept of a quadratic equation in any form. B. Sketch a quadratic function given in vertex form without technology using end behavior, symmetry, x intercepts, y intercept, and the vertex. B. Sketch a quadratic function given in vertex form without technology using transformations. B. Sketch a quadratic function given in standard form without technology using end behavior, symmetry, x intercepts, y intercept, and the vertex. B. Identify the vertex, zeros, axis of symmetry, and end behavior of a quadratic function from its graph. A, B. Compare the characteristics of two or more quadratic functions each represented in a different way (algebraically, graphically, in tables, or by verbal descriptions). C. Solve quadratic equations of the form a(bx+c)2 + d = e, where a,b,c,d,and e are real numbers using square roots, including those with complex solutions. C. Solve quadratic equations by factoring, including those where the leading coefficient 1 and those with complex solutions. C. Solve quadratic equations of the form ax2+ bx + c= 0 by completing the square, identifying complex solutions when needed. C. Solve quadratic equations of the form ax2+ bx + c= 0 by using the quadratic formula, identifying complex solutions when needed. C. Use the discriminant to determine the number and type of solutions of a quadratic equation. A, B, C. Explain the connection between the x-intercepts (zeros) of a quadratic function to the roots (solutions) of the corresponding equation. D. Graph quadratic inequalities in two variables, identifying the solution region with the correct boundaries.
2 2

http://greenvillek12.rubiconatlas.org/Atlas/Browse/View/ScopeAndSequence

8/15/2013

Atlas Curriculum Management :: Scope and Sequence Report

Page 4 of 6

District High School Mixed-Grade High School Algebra 2 (E) 2013-2014

D. Solve quadratic inequalities in one variable by inspecting the graph of the corresponding function in the coordinate plane, displaying the final solution symbolically and on the real number line.

5: Modeling Quadratics (Week 17-Week 18) A. Construct quadratic models and solve real world and mathematical problems, with and without technology, that represent real world applications: max/min, area, projectile motion, profit/loss, volume. A. Interpret and justify the solution to these problems in the context of the problem. B. Determine the average rate of change of quadratic over a given interval. 6: Systems of Equations (Week 19-Week 21) A. Solve systems of equations algebraically, with and without technology, involving any combination of linear, quadratic, and polynomial equations. A. Solve systems of equations graphically, with technology, involving any combination of linear, quadratic, polynomial, rational, absolute value, and exponential, understanding that the points of intersection represent the solution. B. Create a system of equations and use them to solve real world and mathematical problems that represent real world applications and use the above methods to solve these problems. B. Interpret and justify the solution to these problems in the context of the problem. C. Create and sketch a system of linear inequalities and use them to solve real world and mathematical problems, with each inequality representing a constraint to the problem. C. Determine the feasible region and its vertices from the graph of the system. C. Distinguish between an enclosed region versus an unbounded region. C. Find the max/min values (if the exist) of a function over the given constraints. C. Interpret the solution (or lack of one) of the problem in the context of the problem.

7: Radical and Rational Expressions and Equations (Week 22-Week 24) A. Rewrite expressions from exponential form to radical form and from radical form to exponential form. A. Simplify radical expressions, including those in exponential form. B. Solve radical equations (square root, cube root), algebraically, explaining how extraneous roots may arise.

http://greenvillek12.rubiconatlas.org/Atlas/Browse/View/ScopeAndSequence

8/15/2013

Atlas Curriculum Management :: Scope and Sequence Report

Page 5 of 6

District High School Mixed-Grade High School Algebra 2 (E) 2013-2014

B. Determine approximate solutions for radical equations (square root, cube root), graphically or with tables using technology, explaining 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). B.Create radical equations and use them to solve real world and mathematical problems, such as those involving the Pythagorean Theorem and distance formula. C. Sketch graphs of radical functions (square root and cube root), with and without technology. C. Determine the domain of a radical function from both an algebraic and graphic representation. D. Rewrite rational expressions to show equivalent or simplified expressions using factoring. E. Solve rational equations algebraically using methods such as finding a common denominator and cross multiplication, explaining how extraneous roots may arise. E. Determine approximate solutions for rational equations, graphically or with tables using technology, explaining 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). 8: Exponentials and Logarithms (Week 25-Week 28) A. Rewrite expressions using the properties of exponents including rational exponents. B. Interpret the meaning of each part of an exponential equation and its solution in context when appropriate. B. Solve exponential equations by rewriting the equation to have the same base on both sides of the equal sign with and without technology. C. Graph basic exponential functions using the concepts of transformations using real number values for the domain. C. Write the domain and range for a given of exponential graphs. C. Determine if a graph of an exponential functions represents growth or decay. D. Solve a variety of problems that involve growth and decay including compound interest, half-life and population growth. E. Sketch the graph of the parent logarithmic function (y = logx) using technology, identifying domain, range, intercepts, and end behavior. E. Graph basic logarithmic functions using concepts of transforming the parent function. E. Verify graphically that a logarithmic function is the inverse of the corresponding exponential function. E. Write the domain and range for a given logarithmic graph. F. Use the definition of a logarithm and the properties of logarithms to evaluate logarithmic expressions. G. Convert and expression between logarithmic form and exponential form. 9: Sequences as Functions (Week 29-Week 32) A. Extend and analyze sequences to determine which grow by a common difference (arithmetic) and which grown by a common ratio (geometric).

http://greenvillek12.rubiconatlas.org/Atlas/Browse/View/ScopeAndSequence

8/15/2013

Atlas Curriculum Management :: Scope and Sequence Report

Page 6 of 6

District High School Mixed-Grade High School Algebra 2 (E) 2013-2014

A. Define an arithmetic sequence recursively using functional notation by specifying an initial value and common difference. A. Represent an arithmetic sequences using tables and graphs and explain the observed connections to the tables and graphs of a linear functions, noting both similarities and differences. (domain, continuous vs discrete) A. Define a geometric sequence recursively using functional notation by specifying an initial value and common ratio. A. Represent a geometric sequence using using tables and graphs and explain the observed connection to the tables and graphs of exponential functions, noting both similarities and differences. (domain, continuous vs discrete) A. Develop a function rule (explicit formula) to determine the n sequence.
th

term for a geometric or arithmetic

A. Explain how the explicit formula for the arithmetic sequence relates to the slope intercept form of a linear equation, noting how they are alike and how they are different. A. Explain how the explicit formula for the geometric sequence relates to the y =a b form of an exponential equation, noting how they are alike and how they are different. A. Given an arithmetic or geometric sequence write both the recursive and explicit formulas, and given either a recursive or explicit formula write the sequence. A. Solve real-world problems that can be modeled by arithmetic or geometric sequences (functions) using tables, graphs, and equations, interpreting the parameters in the equation in the context of the problem.
x

Rubicon International 2013. All rights reserved

Atlas Version 7.2.6

http://greenvillek12.rubiconatlas.org/Atlas/Browse/View/ScopeAndSequence

8/15/2013