Secondary Math 2 Honors Curriculum Map
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Secondary Math 2 Honors Curriculum Map (Quarter 1)
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Time FrameUtah State Core StandardExpected Student Outcome (Objective)Essential Academic VocabularyAssessments (Formative & Summative)Instructional Learning Activities
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2 days Middle School

1 day High School
A.APR.1I can add, subtract, and multiply polynomials.

I can explain why the result of adding, subtracting or multiplying polynomials is always a polynomial.

I can factor trinomials.
like terms, binomial, trinomial, polynomial, closure, degree, leading coefficientPolynomials & Radicals #1, 2, 3, 4

ACT Elem. Algebra: operations involving functions, factoring quadratic expressions.
Use algebra tiles or other manipulatives for addition, subtraction, and multiplication of polynomials.
Try to find two polynomials whose sum/product is not a polynomial.
Polynomial Puzzler: http://illuminations.nctm.org/Lessons.aspx
Algebra Tiles, Polyominoes: http://nlvm.usu.edu/
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F.BF.1bI can combine standard function types by adding, subtracting, multiplying and composing.
I can combine functions to model real world situations.
explicit expression, functionPolynomials & Radicals #5

ACT Elem. Algebra: operations involving functions
The total revenue for a company is found by multiplying the price per unit by the number of units sold minus the production cost. The price per unit is modeled by p(n)=-0.5n^2+6. The number of units sold is n. Production cost is modeled by c(n)=3n+7. Write the revenue function.
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4 days Middle School

3 days High School
I can factor quadratic functions to determine the zeros.binomial, trinomial, perfect square trinomial
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5 days Middle School

4 days High School
N.RN.1, N.RN.2I can extend the properties of integer exponents to rational exponents.
I can define rational exponents.
I can simplify expressions involving radicals and rational exponents.

ACT Elem. Algebra: properties of exponents and square roots
Relate rational exponents to integer and whole number exponents.

Compare contexts where radical form is preferable to rational exponents and vice versa.
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N.RN.3I can explain why sums and products of rational numbers are rational.
I can explain why the sum of a rational and an irrational number is irrational.
I can explain why the product of a nonzero rational number and an irrational number is irrational.
I can calculate the sums and products of rational and irrational numbers from real world applications.
rational, irrationalPolynomials & Radicals #8Teach computation by using formal definitions.

Explore sums and products of rational and irrational numbers to discover patterns where the results are either rational or irrational.
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F.IF.4, F.IF.5, F.IF.7a,bI can interpret key features (intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior) of a quadratic function.
I can graph key features of a quadratic function from a verbal description of the relationship.
I can determine the appropriate domain of a relationship in the context of a problem. (i.e. I can determine if the domain is restricted given the context.)
I can graph linear and quadratic functions (with or without technology) given an equation, and show key features such as intercepts, maxima and minima.
I can graph absolute value and piecewise-defined functions.
I can compare and contrast key features of various functions including differences in domain and range, intercepts, and rates of change.
increasing, decreasing, interval, intercept, maximum, minimum, symmetry, end behavior, quadratic, vertex

domain, function, independent variable, dependent variable, discrete, continuous

piecewise, step function, axis of symmetry, absolute value, |x|
Graphing #1, 2, 4, 5, 6Given key features of a quadratic function, sketch the function by hand.
Use graphing technology to explore and identify key features of a quadratic function.
Compare key features of linear, exponential, and quadratic functions.
Use interval notation or symbols of inequality to communicate key features of graphs.
Discuss contexts where the domain of a function should be limited to a subset of integers, positive or negative values, or some other restriction to the real numbers.
Find real-world contexts that motivate the use of step functions.
Compare the absolute value function to its piecewise definition.
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A.CED.2I can graph quadratic functions and inequalities in two variables, using appropriate labels and scales.
dependent variable, independent variable, rate of changeACT Coordinate Geometry: Graphs and equations of polynomialsConnect other representations, tabular, contextual, and algebraic to the graph of a quadratic.
Graph a quadratic equation in multiple ways by making a table of values; doing transformations; using the vertex, a point, and line of symmetry.
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F.BF.3I can identify and explain the effect of a constant “k” on the parent graph of f(x) (i.e: f(x) + k, kf(x), f(kx), and f(x + k)) using various representations.
I can use technology to illustrate and then explain the effects of “k” on a graph.
I can find the value of “k” given the parent graph and a graph of the transformed function.
I can recognize even and odd functions from their graphs and algebraic expressions.
even function, odd function, rigid transformation, dilation, symmetryGraphing #8Use graphing technology to explore transformations of functions.
Explore transformations that preserve characteristics of graphs of functions and which do not.
Geogebra sliders
TI Transform App
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F.IF.8aI can write a quadratic function in an equivalent appropriate form (i.e. standard form, vertex form, and intercept form) to highlight items of interest (zeros, extreme values, and symmetry).
I can explain the relationship between the roots and the coefficients of a quadratic function.
I can explain the relationship between the roots and the factors of a quadratic function.
binomial, trinomial, perfect square trinomial, completing the square, zero, extreme values (maximum and minimum), vertex, axis of symmetryGraphing #7Use manipulatives for multiplying, factoring, and completing the square.
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F.IF.6I can calculate the average rate of change of a function over a specified interval using an equation or a table.
I can interpret the average rate of change of a function.
I can estimate the average rate of change from a graph.
average rate of change, interval, Δ , secant lineGraphing #3Compare the graphs of a linear, exponential, and quadratic function over several of the same intervals and discuss average rates of change.
In honors courses, discuss the relationship of the slope secant lines as they approximate a tangent line.
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* If pressed for time, skip this standard.
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An essential standard.
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