COURSE TITLE
Honors Algebra II
LENGTH
Full Year
DEPARTMENT
STEM Department
SCHOOL
Rutherford High School
Primary Content
Mathematics
Initial Board of Education Approval Date (Born on): 9/10/2018
Revisions: 8/22/2022
Embedded Content
Career Readiness, Life Literacies and Key Skills
Initial Board of Education Approval Date (Born on): 8/22/2022
Computer Science and Design Thinking
Initial Board of Education Approval Date (Born on): 8/22/2022
In Honors Algebra 2, instructional time should focus on six critical areas: (1) Review of Basic Algebra; (2) Polynomial Functions; (3) Advanced Functions; (4) Introduction to Trigonometry; (5) Probability and Statistics; (6) Sequences and Series. Throughout the course, mathematical concepts will be taught with an emphasis on enduring understandings, essential questions, real world application, technology, and cross-curricular interaction.
After successfully completing this course, the student will:
New Jersey Student Learning Standards
Career Readiness, Life Literacies, and Key Skills Practices
CRLLKSP 1 Act as a responsible and contributing community members and employee.
Students understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.
CRLLKSP 2 Attend to financial well-being.
Students take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.
CRLLKSP 3 Consider the environmental, social and economic impacts of decisions.
Students understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.
CRLLKSP 4 Demonstrate creativity and innovation.
Students regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.
CRLLKSP 5 Utilize critical thinking to make sense of problems and persevere in solving them.
Students readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.
CRLLKSP 6 Model integrity, ethical leadership and effective management.
Students consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.
CRLLKSP 7 Plan education and career paths aligned to personal goals.
Students take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.
CRLLKSP 8 Use technology to enhance productivity, increase collaboration and communicate effectively.
Students find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.
CRLLKSP 9 Work productively in teams while using cultural/global competence.
Students positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.
Career Readiness, Life Literacies, and Key Skills
9.1.12.CDM.6: Compute and assess the accumulating effect of interest paid over time when using a variety of sources of credit.
9.1.12.CDM.8: Compare and compute interest and compound interest and develop an amortization table using business tools.
9.1.12.PB.1: Explain the difference between saving and investing.
9.4.12.TL.1: Assess digital tools based on features such as accessibility options, capacities, and utility for accomplishing a specified task (e.g., W.11-12.6.).
Computer Science and Design Thinking
8.2.12.NT.1: Explain how different groups can contribute to the overall design of a product.
8.2.12.NT.2: Redesign an existing product to improve form or function.
English Language Arts
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
A. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas.
B. Collaborate with peers to promote civil, democratic discussions and decision-making, set clear goals and assessments (e.g. student developed rubrics), and establish individual roles as needed.
C. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
D. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
SL.11-12.4 Present information, findings and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.
Science
HS-PS1-2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
HS-PS1-5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
HS-PS1-7 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
HS-LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
HS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
HS-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
HS-PS4-1 Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
Math
A.APR.B.2. Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).
A.APR.B.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.APR.C.4. Prove polynomial identities and use them to describe numerical relationships. For example, the difference of two squares; the sum and difference of two cubes; the polynomial identity (x2 + y2)2 = (x2 – y2)2 + (2xy)2 can be used to generate Pythagorean triples.
A.APR.D.6. Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.
A.CED.A.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.REI.A.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.
A.REI.A.2. Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
A.REI.B.4. Solve quadratic equations in one variable.
A.REI.B.4b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
A.REI.C.6. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
A.REI.C.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 x2 + y2 = 3.
A.REI.D.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.A.2. Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2).
A.SSE.B.3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression
A.SSE.B.3c: Use the properties of exponents to transform expressions for exponential functions.
A.SSE.B.4. Derive and/or explain the derivation of the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.
F.BF.A.1. Write a function that describes a relationship between two quantities.
F.BF.A.1b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.
F.BF.A.2. 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.B.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.
F.BF.B.4. Find inverse functions.
F.BF.B.4a. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2 x3 or f(x) = (x+1)/(x–1) for x ≠1.
F.IF.B.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.B.6. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
F.IF.C.7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
F.IF.C.7c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
F.IF.C.7e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
F.IF.C.8. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function
F.IF.C.8b: Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing exponential growth or decay.
F.IF.C.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.LE.A.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
F.LE.A.4. Understand the inverse relationship between exponents and logarithms. 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; evaluate the logarithm using technology.
F.LE.B.5. Interpret the parameters in a linear or exponential function in terms of a context.
F.TF.A.1. Understand the radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
F.TF.A.2. Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
F.TF.B.5 Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.
F.TF.C.8. Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to find sin(θ), cos(θ),or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
G.GPE.A.2. Derive the equation of a parabola given a focus and directrix.
N.CN.A.1. Know there is a complex number i such that i2 = –1, and every complex number has the form a + bi with a and b real.
N.CN.A.2. Use the relation i2 = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers
N.CN.C.7. Solve quadratic equations with real coefficients that have complex solutions.
N.Q.A.2. Define appropriate quantities for the purpose of descriptive modeling.
N.RN.A.1. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.
N.RN.A.2. Rewrite expressions involving radicals and rational exponents using the properties of exponents.
S.CP.A.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”).
S.CP.A.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.
S.CP.A.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.A.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.
S.CP.A.5. Recognize and explain the NEW 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.B.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.B.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.
S.IC.A.1. Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
S.IC.A.2. Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model?
S.IC.B.3. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.
S.IC.B.4. Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling
S.IC.B.5. Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant
S.IC.B.6. Evaluate reports based on data.
S.ID.A.4. Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
S.ID.B.6. Represent data on two quantitative variables on a scatter plot, and describe how the variables are related
S.ID.B.6a. Fit a function to the data (including with the use of technology); use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
Honors Algebra II is appropriate for students that have met the established criteria.
The teacher will provide a variety of assessments during the course of the year. The assessment may include but is not limited to: chapter and unit tests and quizzes, teacher observations, open-ended problems, cooperative work, and homework.
Curriculum/Teacher Assessment
The teacher will provide the subject area supervisor with suggestions for changes on an ongoing basis.
Honors Algebra 2 is a heterogeneously grouped sophomore/junior level course.
Course length is one year.
Big Ideas Math- Algebra 2. Ron Larson and Laurie Bowell, 2015.
The following methods of instruction are suggested: teacher guided explorations, working in groups/working with a partner, working with manipulatives and discovery activities.
At this grade level, connections to many other disciplines are appropriate and natural. Reading and writing become an integral part of the mathematics process. Connections with science are frequent throughout both curricula. Technology plays an important part in learning mathematics as well.
Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students’ prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students.
Differentiating in this course includes but is not limited to:
Differentiation for Support (ELL, Special Education, Students at Risk, Students with 504s)
Differentiation for Enrichment |
The teacher will continue to improve expertise through participation in a variety of professional development opportunities.
Unit Topic | Time Allocated | Differentiating Instruction for Students with Disabilities, Students at Risk, Students with 504s, English Language Learners, & Gifted & Talented Students | Standards | Assessments |
Quadratic Functions
| 5 weeks | For Support: Use of a notecard for formulas for graphing, Use of IXL, Guided notes, Teacher Modeling For Enhancement: Use of IXL, Provide extension activities, Curriculum compacting | A.REI.B.4 A.REI.B.4b A.SSE.A.2 A.APR.B.3 A.APR.C.4 CRLLKSP 1-9 8.2.12.NT.1,2 9.1.12.CDM.6,8 9.1.12.PB.1 9.4.12.TL.1 SL.11-12.1,4 HS-PS4-1 | Formative Assessment: Homework, Classwork, IXL, Questioning Summative Assessment Quiz on factoring, solving, and graphing Test on Quadratic Functions |
Complex Numbers
| 2 weeks | For Support: Guided notes, Use of a calculator, Use of IXL, Khan Academy For Enhancement: Real world problems and scenarios, Inquiry-based instruction | N.CN.A.1 N.CN.A.2 A.REI.B.4 A.REI.B.4b CRLLKSP 1-9 8.2.12.NT.1,2 9.1.12.CDM.6,8 9.1.12.PB.1 9.4.12.TL.1 SL.11-12.1,4 | Formative Assessment: Homework, Classwork, IXL, Group and Cooperative Work Summative Assessment Quiz on operations and solving Test on Complex Numbers |
Systems of Equations
| 3 weeks | For Support: Guided notes, use of calculator, use of IXL For Enhancement: Khan Academy, Independent Study | A.REI.C.7 A.REI.C.6 A.REI.D.11 CRLLKSP 1-9 8.2.12.NT.1,2 9.1.12.CDM.6,8 9.1.12.PB.1 9.4.12.TL.1 SL.11-12.1,4 | Formative Assessment: Group work, Questions on Systems, Homework Summative Assessment Quizzes- systems, applications, non-linear Test on Systems |
Rational Exponents
| 3 weeks | For Support: Allow errors, guided notes, modified assessments For Enhancement: Independent study, student driven projects | N.RN.A.1 N.RN.A.2 A.SSE.B.3 A.SSE.B.3c F.IF.C.8 A.REI.A.2 CRLLKSP 1-9 8.2.12.NT.1,2 9.1.12.CDM.6,8 9.1.12.PB.1 9.4.12.TL.1 SL.11-12.1,4 HS-ESS1-4 | Formative Assessment: Classwork, Group work, IXL Summative Assessment Quiz on Operation Test on Rational Exponents |
Logarithms/Exponentials Functions
| 3 weeks | For Support: Khan Academy, Testing Modeling, Scaffolding For Enhancement: Interest based content, use of IXL | F.LE.A.2 F.LE.B.5 F.LE.A.4 F.IF.C.7e CRLLKSP 1-9 8.2.12.NT.1,2 9.1.12.CDM.6,8 9.1.12.PB.1 9.4.12.TL.1 SL.11-12.1,4 S-ESS1-4 | Formative Assessment: Cooperative work, class work, homework, do nows Summative Assessment Quizzes of Exponential functions, logarithmic functions Test on Functions |
Series and Sequences
| 2 weeks | For Support: Guided notes, modified assessments, use of IXL For Enhancement: Real world problems, Khan Academy, | F.BF.A.2 F.LE.A.2 A.SSE.B.4 CRLLKSP 1-9 8.2.12.NT.1,2 9.1.12.CDM.6,8 9.1.12.PB.1 9.4.12.TL.1 SL.11-12.1,4 SL.11-12.4 | Formative Assessment: Classwork, exit tickets, homework Summative Assessment Quizzes on Arithmetic, Geometric, Applications Test on Series and Sequences |
Polynomials
| 8 weeks | For Support: Guided notes, Khan Academy, use of IXL For Enhancement: Critical thinking tasks, lesson pacing, extension activities | A.APR.B.2 A.SSE.A.2 A.APR.B.3 F.IF.C.7c F.IF.B.4 F.BF.B.3 F.BF.B.4 CRLLKSP 1-9 8.2.12.NT.1,2 9.1.12.CDM.6,8 9.1.12.PB.1 9.4.12.TL.1 SL.11-12.1,4 | Formative Assessment: Questioning, Group work, homework Summative Assessment Quizzes on operations, graphing, theorems Test on Polynomials |
Rational Expressions
| 3 weeks | For Support: Use of IXL, modified assessments, use of prompts For Enhancement: Independent study, Khan Academy, Interest based content | A.APR.D.6 A.REI.A.2 CRLLKSP 1-9 8.2.12.NT.1,2 9.1.12.CDM.6,8 9.1.12.PB.1 9.4.12.TL.1 SL.11-12.1,4 | Formative Assessment: Homework, group work on rational expressions, questioning Summative Assessment Quizzes on multiplying/dividing, adding/subtraction, solving Test on Rational Expressions |
Parabolas
| 2 weeks | For Support: Pre-teaching of vocabulary, teacher modeling For Enhancement: Extension activities, Use of IXL | G.GPE.A.2 CRLLKSP 1-9 8.2.12.NT.1,2 9.1.12.CDM.6,8 9.1.12.PB.1 9.4.12.TL.1 SL.11-12.1,4 | Formative Assessment: Do nows, classwork, questioning, group work Summative Assessment: Quizzes on Parabolas |
Rate of Change
| 1 week | For Support: Guided notes, Khan Academy For Enhancement: Higher order thinking skills, adjusting the pace of the lesson, student driven projects | F.IF.B.6 CRLLKSP 1-9 8.2.12.NT.1,2 9.1.12.CDM.6,8 9.1.12.PB.1 9.4.12.TL.1 SL.11-12.1,4 HS-PS1-2,5,7 HS-LS2-1,2,4 | Formative Assessment: IXL, cooperative work, homework Summative Assessment Quizzes on functions, applications |
Statistics and Probability
| 4 weeks | For Support: Use of a notecard, allow errors, authentic assessments For Enhancement: Real world scenarios, use of IXL, Student driven projects | S.ID.B.6 S.ID.B.6 S.IC.A.1 S.CP.A.1, 2, 3, 4 CRLLKSP 1-9 8.2.12.NT.1,2 9.1.12.CDM.6,8 9.1.12.PB.1 9.4.12.TL.1 SL.11-12.1,4 HS-PS1-2,5,7 HS-LS2-1,2,4 | Formative Assessment: Homework, IXL, group work, classwork Summative Assessment Quizzes on statistics, probability Test Project- student choice |
Trigonometry
| 4 weeks | For Support: Use of calculator, guided notes For Enhancement: Khan Academy, IXL, extension activities | F.TF.A.1,2 F.IF.C.7e F.TF.B.5 F.TF.C.8 CRLLKSP 1-9 8.2.12.NT.1,2 9.1.12.CDM.6,8 9.1.12.PB.1 9.4.12.TL.1 SL.11-12.1,4 SL.11-12.1 SL.11-12.4 | Formative Assessment: Classwork, homework, questioning Summative Assessment Quizzes on right triangle trigonometry, applications, unit circle Test on Trigonometry |