Shelton School District
Applied Algebra 2
Unit Name: Fundamentals of Algebra
Instructional Days: 5
CCSS-M
A-REI.A1
A-REI.D11
N-Q.A2
A-CED.A1
2014-2015 School Year
Lesson & objective
F-IF.C7
F-LE.A2
F-LE.B5
CCSS.Math.Content.HSN-Q.A.2 Define appropriate quantities for the
purpose of descriptive modeling.
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.2
Define appropriate quantities for the purpose of descriptive modeling.
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.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.★
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-LE.A.2 Construct linear and exponential functions, including
arithmetic and geometric sequences, given a graph, a description of a
HC CORD 1.1, 1.2, 1.4,
1.5
*Solve equations
*Know definitions of
the number systems
*Use reasoning to
determine
inclusion/exclusion of
a given solution within
number systems
* Make connections
between number
systems
*Find rate of change in
linear equations
*Graph linear
equations and
inequalities
[September]
Days
1-2
Formative
Assessments
(CORD Pg22)
Mixed Review,
#34-37
Assignments/Notes
Allow 3 days for
formative and
summative
assessments Complex
Numbers will be
addressed again in
Exponents Unit
Need supplemental
materials that connect
algebraic solutions and
number systems
2
(CORD Pg22)
Mixed Review,
#38-41
Need supplemental
materials that connect
algebraic solutions and
number systems
1
Shelton School District
Applied Algebra 2
2014-2015 School Year
relationship, or two input-output pairs (include reading these from a
table).
F-LE.B.5 Interpret the parameters in a linear or exponential function
in terms of a context.
Standards for Mathematical Practice Addressed: CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them;
CCSS.Math.Practice.MP4 Model with mathematics; CCSS.Math.Practice.MP5 Use appropriate tools strategically
Assessment: (type)
2
Shelton School District
Unit Name: Unit Name: Systems of
Equations and Inequalities
CCSS-M
Applied Algebra 2
2014-2015 School Year
[Instructional Days: 12]
[September]
Lesson & objective
Days
Formative
Assessments/
Assignments
CORD p100 Ch.
Review, #1-8
HC CORD 2.1-2.2 Understand
systems of equations
4-5
CCSS.Math.Content.HSN-Q.A.2 Define appropriate
quantities for the purpose of descriptive modeling.
HC CORD 2.3-2.4 Understand
systems of inequalities
4-5
CORD p100 Ch.
Review, #9-11
CCSS.Math.Content.HSA-REI.C.6 Solve systems of linear
equations exactly and approximately (e.g., with graphs),
focusing on pairs of linear equations in two variables.
HC CORD 2.1-2.5 Determine
the appropriate procedure for
solving a given problem
2
(see above, and
add #12-15)
HC CORD 2.1,2.3 Solve
systems of equations/
inequalities using graphs
4.2
HC CORD 2.2,2.3 Solve
systems of equations/
inequalities using substitution
4.2
HC CORD 2.2,2.3 Solve
systems of equations/
inequalities using elimination
HC CORD 2.1-2.5 Analyze
problem situations
(see
above)
(see above)
(see
above)
(see above)
(see
above)
(see above)
(see
above)
CORD p100 Ch.
Review, #12-15
N-Q.A2
A-REI.C6,7
Alignment Notes
Allow 3 days for
formative and
summative
assessments
*Include word
problems
CCSS.Math.Content.HSA-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.
**Allow 4-5 days for
assessments
Standards for Mathematical Practice Addressed: CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them;
CCSS.Math.Practice.MP4 Model with mathematics; CCSS.Math.Practice.MP5 Use appropriate tools strategically
3
Shelton School District
Unit Name: Systems of 3 Equations
CCSS-M Transition
Applied Algebra 2
2014-2015 School Year
[Instructional Days: 7]
[]
Lesson & objective
HC CORD 2.5 Understand systems
of three equations
Days
HC CORD 2.5 Solve systems of
three equations using elimination
(See
Systems
of
Equations)
(see
above)
HC CORD 2.5 Solve systems of
three equations using substitution
(see
above)
HC CORD 2.5 Solve systems of
three equations using elimination
(see
above)
HC CORD 2.5 Analyze problem
situations
(see
above)
HC CORD 3.1-3.5 Solve systems of
three equations using matrices
7
Formative
Assessments/
Assignments
(See Systems of
Equations)
Alignment Notes
Allow 3 days for
formative and
summative assessments
CORD p148-149
Ch. Review, #1-11
Standards for Mathematical Practice Addressed: CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them;
CCSS.Math.Practice.MP4 Model with mathematics; CCSS.Math.Practice.MP5 Use appropriate tools strategically
Assessment: (type)
4
Shelton School District
Applied Algebra 2
Unit Name: Functions
2014-2015 School Year
Instructional Days: 12
CCSS-M
Lesson & objective
October
Days
Formative
Assessments
CORD p196-197
Ch. Review, #1-9
HC CORD 4.1, 4.2 Model
problems using functions
and equations
3
CCSS.Math.Content.HSF-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.
HC CORD 4.1, 4.2 Justify
functions and equations
that model problems
(see
(see above)
above)
CCSS.Math.Content.HSF-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.
6.3,6.4
HC CORD 4.1, 4.2 Analyze
problem situations
(see
(see above)
above)
CCSS.Math.Content.HSF-BF.B.4 Find inverse functions
HC CORD 4.4 Solve
problems involving
special functions
HC CORD 4.1, 4.2 Model
problems using functions
and equations
6.3,6.4
HC CORD 4.5 Make
connections between
changes in equations and
changes in their graphs
6.3,6.4
HC CORD 4.5 Use
identifiable terms within
equations to predict
2
CORD p196-197
Ch. Review, #1012
2-3
CORD p196-197
Ch. Review, #14
F-BF.A1b
F-BF.B3
F-BF.B4
N-Q.A2
F-IF.A3
F-IF.C7
F-IF.C9
FBF.B3,4a
CSS.Math.Content.HSN-Q.A.2 Define appropriate quantities for
the purpose of descriptive modeling.
CCSS.Math.Content.HSF-IF.A.2 Use function notation, evaluate
functions for inputs in their domains, and interpret statements that
use function notation in terms of a context.
CCSS.Math.Content.HSF-IF.A.3 Recognize that sequences are
functions, sometimes defined recursively, whose domain is a
subset of the integers. For example, the Fibonacci sequence is
defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.
Assignments/ Notes
Allow 3 days for
formative and
summative
assessments
(see
(see above)
above)
5
Shelton School District
Applied Algebra 2
CCSS.Math.Content.HSF-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.★
CCSS.Math.Content.HSF-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.
changes in graphs
6.3,6.4
HC CORD 4.5 Perform
translations, dilations and
reflections on the
coordinate plane
HC CORD 4.2 Construct
new functions by adding
and subtracting functions
2014-2015 School Year
(see
(see above)
above)
(see
(see above)
above)
Use CME p 501 #7;
p518 #1; p181 #6
CCSS.Math.Content.HSF-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.
CCSS.Math.Content.HSF-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
Standards for Mathematical Practice Addressed: CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them;
CCSS.Math.Practice.MP4 Model with mathematics; CCSS.Math.Practice.MP7 Look for and make use of structure.
Assessment: (type)
6
Shelton School District
Unit Name: Exponents and Complex Numbers
Applied Algebra 2
Instructional Days: 12
CCSS-M Transition
N-RN.A1
N-RN.A2
A-SSE.B3
A-REI.A2
N-Q.A2
2014-2015 School Year
NCN.A1,2
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. For example, we define 51/3 to
be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold,
so (51/3)3 must equal 5.
Lesson & objective
Days
HC CORD 5.1,5.2
Understand and apply the
laws of exponents
3-4
HC CORD 5.3 Make
connections between
rational exponents and
radicals
2
HC CORD 5.1,5.2,5.3,5.4
Simplify exponential and
radical expressions
(8-9
total)
HC CORD 5.1,5.2,5.3,5.4
Evaluate exponential and
radical expressions
HC CORD 5.1,5.2,5.3,5.4
Determine the appropriate
rule(s) for simplifying a
given expression
HC CORD 5.5 Make
connections between
number systems
HC CORD 5.5 Describe the
number system(s)
(see
above)
Formative
Assessments
Assignments/Notes
Allow 3 days for
formative and summative
assessments
CORD p238 Ch.
Review, #1-8
(Complex numbers
addressed previously)
N-RN.A.2 Rewrite expressions involving radicals and rational
exponents using the properties of exponents.
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.★
. N-Q.A.2 Define appropriate quantities for the purpose of
descriptive modeling.
SN-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
(see
above)
2-3
(see
CORD p238-239
above) Ch. Review, #107
Shelton School District
real.
Applied Algebra 2
appropriate to the solution
of an algebraic equation
2014-2015 School Year
15
SN-CN.A.2 Use the relation i2 = –1 and the commutative,
associative, and distributive properties to add, subtract, and
multiply complex numbers
Standards for Mathematical Practice Addressed: CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them;
CCSS.Math.Practice.MP4 Model with mathematics; CCSS.Math.Practice.MP7 Look for and make use of structure.
Assessment: (type)
8
Shelton School District
Applied Algebra 2
Unit Name: Quadratics
CCSS-M Transition
A-SSE.B3
N-Q.A2
A-CED.A1
A-REI.B4
F-IF.C8
N-CN.C7
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.★
N-Q.A.2 Define appropriate quantities for the purpose of
descriptive modeling.
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.2 Define appropriate quantities for the
purpose of descriptive modeling.
A-REI.B.4 Solve quadratic equations in one variable.
F-IF.C.9 Compare properties of two functions each represented in a
2014-2015 School Year
Instructional Days: 28
Lesson & objective
[MBA 1: Nov.18-22]
Days
HC CORD 6.1, 6.2, 6.3,
6.4 Make connections
between and represent
quadratic functions in
standard, vertex and
factored forms and in
graphs;
HC CORD 6.1, 6.2, 6.3,
6.4, 6.5, 6.6 Find the
minimum, line of
symmetry, and roots
for quadratic equations
in standard form
HC CORD 6.1, 7.3 Find
maxima/minima using
quadratic functions in
vertex form
HC CORD 6.1, 6.2, 6.3,
6.4, 6.5, 6.6, 7.3 Use
mathematical
reasoning to analyze
advantages of the
forms of quadratic
equations
(15
total)
HC CORD 6.5 Use the
discriminant to
(see
above)
Formative
Assessments
CORD p282 Ch.
Review, #1-9
(see
above)
Assignments/Notes
Allow 3 days for
formative and
summative assessments
Supplement with
Prentice-Hall Algebra 2
Ch. 5
(see
above)
(see
above)
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.
N-CN.C.7 Solve quadratic equations with real coefficients that
have complex solutions.
CORD p267
Lesson
9
Shelton School District
Applied Algebra 2
determine the number
and nature of the roots
of a quadratic equation
HC CORD 6.6
Understand the
connections between
quadratic roots and
complex numbers
HC CORD 6.1, 6.2, 6.3,
6.4, 6.5, 6.6, 7.3
Understand and apply
quadratic inequalities
2014-2015 School Year
Assessment, #3-5
(see
above)
3
Does not appear
in materials
Supplement with
Prentice-Hall Algebra 2,
Lesson 5-8 and Activity
Lab p296; also PH
Algebra 1 if needed
Standards for Mathematical Practice Addressed: CCSS.Math.Practice.MP2 Reason abstractly and quantitatively; CCSS.Math.Practice.MP5 Use
appropriate tools strategically; CCSS.Math.Practice.MP7 Look for and make use of structure;
Assessment: (type)
10
Shelton School District
Unit Name: Exponential and Logarithmic
Functions
Applied Algebra 2
Instructional Days: 13
CCSS-M Transition
A-REI.D11
N-Q.A2
A-CED.A1
F-IF.C7
F-LE.B5
2014-2015 School Year
F-IF.C8
F-IF.C9
F-LE.A2
F-LE.A4
Lesson & objective
HC CORD 8.1,8.5,8.6
Understand
exponential functions
and equations
[Start Benchmark 2—Nov. 25]
Days
5
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.★
HC CORD 8.2,8.3,8.4
4
Understand logarithmic
functions and equations
N-Q.A.2 Define appropriate quantities for the purpose of
descriptive modeling.
HC CORD 8.1,8.2,8.3,8.4
Understand the inverse
relationship of
exponential and
logarithmic functions
(see
above)
HC CORD 8.1,8.2,8.3,8.4
Evaluate exponential
and logarithmic
expressions
(see
above)
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.2 Define appropriate quantities for the
purpose of descriptive modeling.
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.8 Write a function defined by an expression in different but
equivalent forms to reveal and explain different properties of the
HC CORD
Formative
Assessments
CORD p386-387 Ch.
Review, #1-3, 12-15
Assignments/Notes
Allow 3 days for
formative and
summative
assessments
CORD p386-387 Ch.
Review, #4-11
(see
above)
11
Shelton School District
Applied Algebra 2
function.
8.1,8.2,8.3,8.4, 8.5
Understand
exponential functions
and equations
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.
SF-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).

SF-LE.A.4 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.
2014-2015 School Year
HC CORD
8.1,8.2,8.3,8.4, 8.5
Graph exponential and
logarithmic expressions
HC CORD 8.5
Understand
exponential functions
and equations;
Understand logarithmic
functions and equations
HC CORD 8.5 Use the
inverse relationship of
exponential and
logarithmic functions to
solve equations
(see
above)
(see
above)
(see
above)
CCSS.Math.Content.HSF-LE.B.5 Interpret the parameters in a
linear or exponential function in terms of a context.
CCSS.Math.Content.HSF-LE.B.5 Interpret the parameters in a
linear or exponential function in terms of a context.
Standards for Mathematical Practice Addressed: CCSS.Math.Practice.MP4 Model with mathematics; CCSS.Math.Practice.MP5 Use appropriate
tools strategically; CCSS.Math.Practice.MP6 Attend to precision.
Assessment: (type)
12
Shelton School District
Unit Name: Polynomials
Applied Algebra 2
Instructional Days: Day 20
CCSS-M Transition
A-SSE.A2
A-SSE.B3
A-APR.B2
A-APR.B3
F-IF.B4
F-IF.B6 -- NEEDS
SUPPLEMENTS
N-Q.A2
AAPR.D6
F-IF.C7
F-IF.C9
A-SSE.A.2 Use the structure of an expression to identify ways to rewrite it
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.★
Lesson & objective
Days
HC CORD 9.1-9.3
Operations with
nth degree
polynomials
6
2
2014-2015 School Year
[MBA 2—Feb. 10-14]
Formative
Assessments
CORD p426-7 Ch
Review,, #1-9
CORD p426-7 Ch
Review,, #10-12
Assignments/Notes
Allow 3 days for
formative and
summative
assessments
Supplement with
Prentice-Hall
Algebra 2 Lesson 6.4
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.
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.★
A-APR.D.6 Rewrite simple rational expressions in different forms; write
a(x)/
r(x)/
b(x) in the form q(x) +
b(x), where a(x), b(x), q(x), and r(x) are
13
Shelton School District
Applied Algebra 2
2014-2015 School Year
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.
N-Q.A.2 Define appropriate quantities for the purpose of descriptive
modeling.
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.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.
Standards for Mathematical Practice Addressed: 2, 3, 7, 8CCSS.Math.Practice.MP2 Reason abstractly and quantitatively;
CCSS.Math.Practice.MP7 Look for and make use of structure; CCSS.Math.Practice.MP8 Look for and express regularity in repeated reasoning.
14
Shelton School District
Applied Algebra 2
Unit Name: Rational Functions
A-REI.D11
F-BF.A1b
A-SSE.A2
N-Q.A2
CCSS-M
A-APR.D6
A-CED.A1
F-IF.C7
F-IF.C9
CCSS.Math.Content.HSA-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).
CCSS.Math.Content.HSN-Q.A.2 Define appropriate quantities for the purpose of
descriptive modeling.
CCSS.Math.Content.HSA-APR.D.6 Rewrite simple rational expressions in
different forms; writea(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 ofr(x) less than the degree of b(x), using
inspection, long division, or, for the more complicated examples, a computer
algebra system.
CCSS.Math.Content.HSA-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.★
CCSS.Math.Content.HSF-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.
Instructional Days: 19
2014-2015 School Year
[February-March]
2.12,2.13,2.15
(see
HC CORD
above)
10.2,10.3,10.4
Understand
factoring of
rational and
general algebraic
expressions
Simplify rational
and general
algebraic
expressions;
Multiply/divide
rational and
general algebraic
expressions
2.15
(see
HC CORD 10.3
above)
Find common
denominators of
rational
expressions;
Add/subtract
rational and
general algebraic
expressions
15
Shelton School District
Applied Algebra 2
CCSS.Math.Content.HSA-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.
CCSS.Math.Content.HSF-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.★
CCSS.Math.Content.HSF-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.
HC CORD 10.6
Understand and
apply inverse
variations; Write
inverse variation
equations; Solve
inverse variation
equations for
the missing
value
6.2—(minimal
treatment)
HC CORD 10.1
Identify and
describe graphs
of rational
functions
6.2—(minimal
treatment)
HC CORD 10.1
Identify
asymptotes and
points of
discontinuity in
graphs of
rational
functions
6.2—(minimal
treatment)
HC CORD 10.1
Sketch graphs of
rational
functions
2014-2015 School Year
1
HC CORD
p471 Ch.
Review, #13
2
(see
above)
(see
above)
Standards for Mathematical Practice Addressed: CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them;
CCSS.Math.Practice.MP4 Model with mathematics; CCSS.Math.Practice.MP5 Use appropriate tools strategically.
16
Shelton School District
Unit Name: Sequences and Series
Applied Algebra 2
Instructional Days: 9
CCSS-M
A-SSE.B4
F-BF.A1a
F-BF.A2
N-Q.A2
F-IF.A3
F-LE.A2
CCSS.Math.Content.HSF-BF.A.1a Determine an explicit
expression, a recursive process, or steps for calculation from a
context.
CCSS.Math.Content.HSF-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.★
CCSS.Math.Content.HSA-SSE.B.4 Derive 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.★
CCSS.Math.Content.HSN-Q.A.2 Define appropriate quantities for
the purpose of descriptive modeling.
CCSS.Math.Content.HSF-IF.A.3 Recognize that sequences are
functions, sometimes defined recursively, whose domain is a
subset of the integers. For example, the Fibonacci sequence is
defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥
1.

CCSS.Math.Content.HSF-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).
Lesson & objective
Days
7.10,7.11
HC CORD 11.1 Distinguish
between explicit and
recursive formulas; Express
arithmetic and geometric
sequences in both explicit
and recursive forms
1
7.10,7.11
HC CORD 11.2, 11.3
Distinguish between an
arithmetic and geometric
series.;
5
7.10,7.11
HC CORD 11.2, 11.3 Find the
terms and partial sums of an
arithmetic or a geometric
series.
(see
above)
7.12
HC CORD 11.4 Find the
infinite sum of a geometric
series
3
2014-2015 School Year
[March-April]
Formative
Assessments
HC CORD p514
Ch. Review, #1-3
Assignments/Notes
Allow 3 days for
formative and
summative
assessments
HC CORD p514
Ch. Review, #4-9
HC CORD p515
Ch. Review, #1012
Standards for Mathematical Practice Addressed: CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them;
CCSS.Math.Practice.MP7 Look for and make use of structure; CCSS.Math.Practice.MP8 Look for and express regularity in repeated reasoning.
17
Shelton School District
Unit Name: Sequences and Series
Applied Algebra 2
Instructional Days: 9
CCSS-M
A-SSE.B4
F-BF.A1a
F-BF.A2
N-Q.A2
F-IF.A3
F-LE.A2
CCSS.Math.Content.HSF-BF.A.1a Determine an explicit
expression, a recursive process, or steps for calculation from a
context.
CCSS.Math.Content.HSF-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.★
CCSS.Math.Content.HSA-SSE.B.4 Derive 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.★
CCSS.Math.Content.HSN-Q.A.2 Define appropriate quantities for
the purpose of descriptive modeling.
CCSS.Math.Content.HSF-IF.A.3 Recognize that sequences are
functions, sometimes defined recursively, whose domain is a
subset of the integers. For example, the Fibonacci sequence is
defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥
1.

CCSS.Math.Content.HSF-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).
Lesson & objective
Days
7.10,7.11
HC CORD 11.1 Distinguish
between explicit and
recursive formulas; Express
arithmetic and geometric
sequences in both explicit
and recursive forms
1
7.10,7.11
HC CORD 11.2, 11.3
Distinguish between an
arithmetic and geometric
series.;
5
7.10,7.11
HC CORD 11.2, 11.3 Find the
terms and partial sums of an
arithmetic or a geometric
series.
(see
above)
7.12
HC CORD 11.4 Find the
infinite sum of a geometric
series
3
2014-2015 School Year
[March-April]
Formative
Assessments
HC CORD p514
Ch. Review, #1-3
Assignments/Notes
Allow 3 days for
formative and
summative
assessments
HC CORD p514
Ch. Review, #4-9
HC CORD p515
Ch. Review, #1012
Standards for Mathematical Practice Addressed: CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them;
CCSS.Math.Practice.MP7 Look for and make use of structure; CCSS.Math.Practice.MP8 Look for and express regularity in repeated reasoning.
18
Shelton School District
Applied Algebra 2
2014-2015 School Year
Instructional Days: Day 15
Unit Name: Statistics
CCSS
S-IC.B3,4,5,6
Lesson & objective
[April-May]
Days
Formative
Assessments/
Assignments
Alignment Notes
Create histograms of
binomial distributions
1
Allow 3 days for
formative and
summative
assessments Use
Make connections between
exponential functions and
bivariate data
1
CORD Unit 19 w/
supplement from
Integrated 3 text,
Ch. 6 (6.2-6.3)
and Prentice Hall
Algebra 2
S-ID.B6
S-IC.A1
S-ID.A4
CCSS.Math.Content.HSS-IC.A.1 Understand statistics as a process
for making inferences about population parameters based on a
random sample from that population.
CCSS.Math.Content.HSS-IC.B.3 Recognize the purposes of and
differences among sample surveys, experiments, and observational
studies; explain how randomization relates to each.
**Need
supplemental
materials—see
Integrated 3 &
Integrated 2 texts
CCSS.Math.Content.HSS-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.
CCSS.Math.Content.HSS-IC.B.5 Use data from a randomized
experiment to compare two treatments; use simulations to decide if
differences between parameters are significant.
CCSS.Math.Content.HSS-IC.B.6 Evaluate reports based on data.
CCSS.Math.Content.HSS-ID.B.6 Represent data on two quantitative
variables on a scatter plot, and describe how the variables are related.
CCSS.Math.Content.HSS-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.
Make connections between
quadratic functions and
bivariate data
Use regression to find the
equation of a function.
1
1
Supplement w/
Integrated Math
3, Ch. 6
Supplement w/
Integrated Math
3, Ch. 6
19
Shelton School District
Applied Algebra 2
2014-2015 School Year
Understand standard
deviation and Know that
range and standard
deviation are measures of
variability.
Know the characteristics of
a normal curve
3
CORD Unit 19 w/
supplement from
Integrated 3 text,
Ch. 6 (6.2-6.3)
(see
above)
Calculate range and
standard deviation for a
given data set
Compare and contrast data
sets using normal
distributions
Make predictions using
normal distributions
(see
above)
Calculate margin of error
Use margin of error to
evaluate characteristics of
the sample
(see
above)
Supplement w/
Prentice-Hall
Algebra 2 Lesson
12.4 & 12.7
Supplement w/
Integrated Math
3
Supplement w/
Integrated Math
3, Ch. 6
Supplement w/
Integrated Math
3, Ch. 6
Use Prentice-Hall
Algebra 2 Lesson
12.5
(see
above)
(see
above)
Assessment: (type)
Standards for Mathematical Practice Addressed: CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them
CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others; CCSS.Math.Practice.MP4 Model with mathematics.
20
Shelton School District
Applied Algebra 2
2014-2015 School Year
21
Shelton School District
Unit Name: Trigonometric Functions
WA Standards
CCSS-M Transition
Applied Algebra 2
Instructional Days: Day 123 – 145
Lesson & objective
Days
2014-2015 School Year
[MBA #3—Apr. 28-May 02]
Formative
Assessments
Assignments/Notes
22
Shelton School District
Applied Algebra 2
2014-2015 School Year
23
Shelton School District
Applied Algebra 2
2014-2015 School Year
24
Shelton School District
Applied Algebra 2
2014-2015 School Year
25
Shelton School District
Applied Algebra 2
2014-2015 School Year
26
Shelton School District
Applied Algebra 2
2014-2015 School Year
Process Standards Addressed:
Assessment: (type)
27
Shelton School District
Applied Algebra 2
2014-2015 School Year
28