OUSD Algebra 2 / Math Analysis Compression Yearlong Scope and Sequence

Course Storyline
In this compression course, continue to deepen their understanding of functions, including polynomial, power, rational, exponential, logarithmic, and trigonometric functions. In addition to exploring these
functions mathematically, students will use them to model real world situations and solve real world problems. The second semester includes a survey of topics that will prepare students for a future
course in Calculus.
Statistical
Inference in the
World

Exponential
Functions

Transforming
Functions

Trigonometric
Functions

Inverse Functions

Analytic
Trigonometry

Unit
Length

Power,
Polynomial, and
Rational
Functions

20 days

10 days

15 days

20 days

20 days

20 days

20 days

20 days

15 days*

Highlighted Key Learning

Experiences

Essential Question

Big Ideas

Unit
of
Study

Intro to
Calculus

Parametric
Functions, Polar
Coordinates and
Vectors (Optional*)

Collecting and
analyzing samples
from a larger a
population can help
us make inferences
about that
population.

Exponential
functions model
growth and
decay situations
that have a
constant
multiplicative
growth factor.

New functions are

created from
existing functions
by transforming
graphs with rigid
motions and
dilations.

By analyzing the
equations and
solutions of
power,
polynomial, and
rational functions,
we can
understand their
graphical behavior.

Trigonometric
functions are used
to model periodic
phenomena, such as
oscillations, circular
motion, and waves.

When using
mathematical models,
inverse functions help
us identify key
information about
the independent
variable.

Working from
basic definitions of
trigonometric
functions, we can
establish
relationships that
are always true
regardless of the
angle value.

Calculus gives us
tools to
understand rates
of change on nonlinear graphs, and
allows us to
explore quantities
that are arbitrarily
small or large

Parametric functions
and vectors can be
used to model
projectile motion.
Polar coordinates
give us a graphical
interpretation of
complex numbers.

How can we use

information about a
small sample to
make
generalizations
about a larger
population?

What are the

key features of
exponential
functions and
how do we
describe them?

What
generalizations can
we make about
building new
functions by
investigating the
relationship
between algebraic
substitutions and
transformations of
graphs?

How do we
choose when to
model a scenario
with linear,
quadratic, power,
or rational
functions?
How do we
rewrite and solve
corresponding
equations?

How can we use

trigonometric
functions to model
periodic
phenomena?

When modeling a
situation, how can we
solve for the
independent variable?

What is an
identity and what
does it mean to
prove one?

How is average
change different
from
instantaneous
change?
How does the
idea of infinity
show up in
mathematics?

What happens if x
and y are both
dependent variables?
How can we
understand complex
roots graphically?

Over the course of

the unit, use a
variety of tools to
investigate a data
set from the
Census at School
project. Use
statistical inference
to make
conjectures about
larger populations.

Solve a system of
exponential
functions in the
context of
investigating used
car prices.
Synthesize
findings into an
individual report
that justifies
conclusions
mathematically.

Design and model a Create a

picture using
polynomial
functions and
function that
inequalities.
meets a given set
of criteria about
its zeroes, degree,
and other key
features. Justify
that your
polynomial meets
all criteria.

Write a blog post in

response about
noise cancelling
headphones. Based
on the noise
described by a
reader, write the
functions that the
headphones could
use to counteract
the sound wave
representing the
ambient noise.

Model real-world
situations and solve
for specific values of
the exponential
functions both
algebraically using
logarithms and
graphically.

Students create
trig identity
challenge
problems by
starting from a
true equation, and
complicating it
using existing
properties and
identities. They
then prove
identities created
by their
classmates.

Estimate
instantaneous
velocity of a ball
rolling down a
ramp using
distance and time
data, and estimate
distance traveled
using velocity and
time data.

Starting with a
launch speed and
angle, use parametric
equations to model
and calculate aspects
of the flight of the
projectile. Use
Desmos to create an
animated model.

* The Parametric Functions, Polar Coordinates and Vectors unit is optional. This unit is designed to help prepare students who will be taking Calculus BC. If this does not apply
to the majority of students in a course, teachers are encouraged to skip this unit and instead allocate the extra days across other units as appropriate.

Math Curriculum Production Team 7/22/15

Algebra 2/Math Analysis Compression

Statistical
Inference in the
World

Exponential
Functions

Transforming
Functions

Power,
Polynomial, and
Rational
Functions

Trigonometric
Functions

Inverse Functions

Analytic
Trigonometry

Unit
Length

20 days*

10 days

15 days

20 days

20 days

20 days

20 days

Sample Assessment Problem

Unit of
Study

Model a set of given

data in multiple
representations to
answer one of the
following questions:
Is it worth it to stay in
school? To go to
college?
Does owning a TV help
you live longer? Does
it shorten your life?

You are aboard a

spaceship orbiting Earth.
Your mapping system
describes your
spaceships position
based on the coordinate
plane, with Earth at the
Year that the
Number of
computer
transistors
origin. The mapping
was made
per computer
system reports that the
1989
1.18 million
1993
3.1 million
path of your orbit is the
1997
7.5 million
2000
42 million
graph of:
2006
291 million
2008
731 million
9x2 + 25y2 27x = 81
Write an exponential function
Use additional given
that models the growth of
information to determine
transistors in computers.
According to your model, how possible locations of
many transistors does a new your spaceship.

Each year, technology companies

develop faster and faster
computers. The more transistors a
computer has, the faster it can
process information. Below is a
table that shows the number Intel
transistors per computer over
time:

1.

2.

Prevailing
Misconceptions
Unit Materials

The top of a Ferris

wheel is 72 feet from
the ground. The
wheel has a diameter
of 64 feet, and each
rider makes one
complete turn every
12 seconds. Write a
function that models
the height of a rider
above the ground
over time.

Construct viable
arguments and critique
the reasoning of
others
Model with
mathematics

Reason abstractly
and quantitatively
Make sense of
problems and
persevere in solving
them

Model with
mathematics

HSS.ID.A.1-4, B.6,
C.7-9
HSS.IC.A.1-2, B.3-6

HSN.RN.A.1-2
HSA.SSE.B.3.c, 4
HSA.CED.A.1
HSA.REI.D.11
HSF.IF.A.3, C.7.e,
C.8.b
HSF.BF.A.2
HSF.LE.A.1-2 B.5

HSF.IF.A.1-3, B.4-6,
C.7-9
HSF.BF.A.1, B.3, 4a
HSG.GPE.A.1-3

Students overgeneralize correlation

in data as having a
cause and effect
relationship.

Students believe the

growth factor of an
exponential function
is always a whole
number.

Students misapply the

patterns in the effects
of algebraic
substitutions on
different functions.

Chromebooks,
statistical graphing
technology, colored
pencils, colored chips
or counters, pennies,
poster paper, sticky
notes

Graph paper,
pennies, cups,
graphing technology,
poster paper

Graphing technology,
poster paper, graph
paper, colored
pencils, patty paper,
MIRA reflection tools
(optional)

CCSS

Standards for
Mathematical
Practices

computer have this year?

Given a table of
data, find a quadratic
and quartic
regression model
for the data, graph
them along with a
scatter plot of the
data, and use each
model to
extrapolate and
interpolate.

Use appropriate tools

strategically
Look for and make
use of structure

Math Curriculum Production Team 7/22/15

Look for and make

use of structure
Look for and
express regularity in
repeated reasoning

Model with
mathematics

HSN.CN.A.1-3,
C.7-9
HSA.APR. A.1, B.23, C.5, D.6-7
HSF.IF.B.4, C.7.c-d,
C.8
HSA.SSE.A.1-2, B.3
HSA.REI.A.2, B.4,
D.10
HSF.BF.A.1.b
Students may
assume that
whenever a rational
function is
undefined, it
corresponds to an
asymptote on the
graph.
Graphing
technology, legalsize paper, markers,
colored pencils,
straight edge, graph
paper, glue sticks,
sticky notes, poster
paper

Are f (x) =

The Flatiron Building

3x +18
and in New York City is
6

probably the most

famous triangular
Justify your answer in building. The sides of
at least three
the building are 173
different ways.
feet along 5th Ave,
190 feet along
Broadway, and 87
feet along 22nd St.
What is the area of
the roof? What is the
smallest angle formed
by the sides of the
building?
g(x) = 6 2x inverses?

Parametric
Functions, Polar
Intro to Calculus Coordinates and
Vectors (Optional*)
20 days

15 days*

Given a graph showing

the speed of a truck in
miles per hour over a 6hour period,
a. Describe the truck's
motion in details
over this 6-hour
time period.
b. Estimate the total
distance the truck
travels during this
time. Then explain
how it is possible
get more accurate
estimates using the
same graph.

Use parametric
equations to model
how far Reggie
Jacksons longest
homerun would
have travelled had
it not hit a pole.

Make sense of
problems and
persevere in solving
them
Model with
mathematics
Attend to precision

Construct viable
arguments and
critique the reasoning
of others
Look for and express
regularity in repeated
reasoning

Reason abstractly
and quantitatively
Use appropriate
tools strategically

Make sense of
problems and
persevere in solving
them
Model with
mathematics

HSA.SSE.A.1-2
HSF.IF.C.7e
F-TF.A.1-4, B.5-7, C.8,
HSG.SRT.C. 8

HSF.IF..B.4, C.7e
HSF.BF.A.1.b-c, B.4-5
HSF.LE.A.4
HSF.TF.B.6-7
HSG.SRT.C.8

HSF.TF.8-10
HSG-SRT.9-11

BF.A.1.b

BF.A.1.b
N.CN.b.4, 5
N.VM.1,
N.VM.A.2-3, B.4-5

Students overgeneralize finding the

value of sine and
cosine on the unit
circle.

Students believe that

undo functions are
opposites and do not
account for order
when working
backwards.

Students may not

recognize when
given information
about a triangle
creates an
ambiguous case.

Students may
confuse average
rate of change
with
instantaneous
rate of change.

Students may
confuse the
imaginary axis on
the complex plane
with the y-axis on
a real plane.

Raw spaghetti,
glue/tape, centimeter
rulers, string/yarn,
protractors, scientific
calculators, graphing
technology, graph
paper

Graphing Calculator,
Desmos, colored
pencils

Graphing Calculator,
Desmos, colored
pencils

Graphing
Calculator,
Desmos, colored
pencils

Graphing
Calculator, Desmos,
colored pencils

Look for and make

use of structure

Algebra 2/Math Analysis Compression

Math Curriculum Production Team 7/22/15

Algebra 2/Math Analysis Compression