Arizona Mathematics Standards – Algebra II Standards Placemat

Grade level content emphasis indicated by: Major Cluster; Supporting Cluster

1. Extend the real number system to the complex number system, A2.N-Q.A.2 Define appropriate quantities for the purpose of descriptive A2.A-APR.D.6 Rewrite rational expressions in different forms; write A2.F-IF.B.4 For a function that models a relationship between two
representing radicals with rational exponents. modeling. Include problem-solving opportunities utilizing real- a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and quantities, interpret key features of graphs and tables in terms
Algebra 2 students extend their knowledge of the real number system by world context. r(x) are polynomials with the degree of r(x) less than the of the quantities, and sketch graphs showing key features
working with complex solutions and factors of polynomials. Students degree of b(x), using inspection, long division, or for the more given a verbal description of the relationship. Include problem-
expand their experience with polynomial functions, finding complex zeros A2.N-Q.A.3 Choose a level of accuracy appropriate to limitations on
and interpreting solutions. Students extend properties of exponents to using measurement when reporting quantities utilizing real-world complicated examples, a computer algebra system. solving opportunities utilizing a real-world context. Key features
rational exponents when factoring, solving, and evaluating. context. Creating Equations (A-CED) include: intercepts; intervals where the function is increasing,
2. Solve and interpret solutions to a variety of equations, inequalities, decreasing, positive, or negative; relative maximums and
The Complex Number System (N-CN) A2.A-CED.A Create equations that describe numbers or
and systems of equations. minimums; symmetries; end behavior; and periodicity.
Connections are made between multiplication of polynomials with A2.N-CN.A Perform arithmetic operations with complex relationships. Functions include linear, quadratic, exponential, polynomial,
multiplication of multi-digit integers and division of polynomials with long numbers. A2.A-CED.A.1 Create equations and inequalities in one variable and use logarithmic, rational, sine, cosine, tangent, square root, cube
division of integers. Students identify zeros of polynomials, including them to solve problems. Include problem-solving opportunities root and piecewise-defined functions.
complex zeros of quadratic polynomials, and make connections between
A2.N-CN.A.1 Apply the relation i2 = –1 and the commutative, associative,
and distributive properties to add, subtract, and multiply utilizing real-world context. Focus on equations and inequalities A2.F-IF.B.6 Calculate and interpret the average rate of change of a
zeros of polynomials and solutions of polynomial equations. The
Fundamental Theorem of Algebra is examined. Students extend their complex numbers. Write complex numbers in the form (a+bi) arising from linear, quadratic, rational, and exponential continuous function (presented symbolically or as a table) on a
understanding of solving linear equations, inequalities, and systems to with a and b real. functions. closed interval. Estimate the rate of change from a graph.
include all the different function types mentioned in the standards. Reasoning with Equations and Inequalities (A-REI) Include problem-solving opportunities utilizing real-world
A2.N-CN.C Use complex numbers in polynomial identities and
3. Demonstrate competency graphing and interpreting functions context. Functions include linear, quadratic, exponential,
equations. A2.A-REI.A Understand solving equations as a process of
extending from linear, quadratic, and exponential with integer polynomial, logarithmic, rational, sine, cosine, tangent, square
exponents to polynomial, radical, rational, exponential with real A2.N-CN.C.7 Solve quadratic equations with real coefficients that have reasoning and explain the reasoning. root, cube root and piecewise-defined functions.
exponents, logarithmic, trigonometric functions, and piece-wise complex solutions. A2.A-REI.A.1 Explain each step in solving an equation as following from
defined functions. A2.F-IF.C Analyze functions using different representations.
Algebra - A the equality of numbers asserted at the previous step, starting
Students synthesize and generalize their understanding about a variety of A2.F-IF.C.7 Graph functions expressed symbolically and show key
from the assumption that the original equation has a solution.
function families. They extend their work with exponential functions to Seeing Structure in Expressions (A-SSE) features of the graph, by hand in simple cases and using
include solving exponential equations with logarithms. They explore the Construct a viable argument to justify a solution method.
A2.A-SSE.A Interpret the structure of expressions. Extend from quadratic equations to rational and radical technology for more complicated cases. Functions include
effects of transformations on graphs of diverse functions, including functions
equations. linear, quadratic, exponential, polynomial, logarithmic, rational,
arising in an application, in order to extract or discover the general principle A2.A-SSE.A.2 Use structure to identify ways to rewrite polynomial and
that transformations on a graph always have the same effect regardless of sine, cosine, tangent, square root, cube root and piecewise-
rational expressions. Focus on polynomial operations and A2.A-REI.A.2 Solve rational and radical equations in one variable and
the type of the underlying function. They identify appropriate types of defined functions.
factoring patterns. give examples showing how extraneous solutions may arise.
functions to model a situation, adjust parameters to improve the model, A2.F-IF.C.8 Write a function defined by an expression in different but
compare models by analyzing appropriateness of fit, and make judgments A2.A-SSE.B Write expressions in equivalent forms to solve A2.A-REI.B Solve equations and inequalities in one variable. equivalent forms to reveal and explain different properties of
about the domain over which a model is a good fit. Building on their problems. A2.A-REI.B.4 Fluently solve quadratic equations in one variable. Solve the function. Use the properties of exponents to interpret
previous work with functions and on knowledge of trigonometric ratios and quadratic equations by inspection (e.g., for x2 = 49), taking expressions for exponential functions and classify those
A2.A-SSE.B.3 Choose and produce an equivalent form of an expression
circles, students now use the coordinate plane to extend trigonometry to
to reveal and explain properties of the quantity represented by square roots, completing the square, the quadratic formula and functions as exponential growth or decay.
model periodic phenomena. Students examine data on two quantitative
variables to choose functions and make conclusions in context of the data. the expression. Include problem-solving opportunities utilizing factoring, as appropriate to the initial form of the equation. A2.F-IF.C.9 Compare properties of two functions each represented in a
4. Extend simple and compound probability calculations to conditional real-world context and focus on expressions with rational Recognize when the quadratic formula gives complex solutions different way (algebraically, graphically, numerically in tables,
probability. exponents. Use the properties of exponents to transform and write them as a ± bi for real numbers a and b. or by verbal descriptions.). Functions include linear, quadratic,
Algebra 2 students build on their foundational probability skills to calculate expressions for exponential functions. A2.A-REI.C Solve systems of equations. exponential, polynomial, logarithmic, rational, sine, cosine,
conditional probability. Students determine independence of events and A2.A-SSE.B.4 Derive the formula for the sum of a finite geometric series tangent, square root, cube root and piecewise-defined
apply conditional probability to everyday situations. A2.A-REI.C.7 Solve a system consisting of a linear equation and a
(when the common ratio is not 1) and use the formula to solve functions.
quadratic equation in two variables algebraically and
problems. For example, calculate mortgage payments. graphically. For example, find the points of intersection Building Functions (F-BF)
Number and Quantity – N
Arithmetic with Polynomials and Rational Expressions (A- between the line y = -3x and the circle x2 + y2 = 3. A2.F-BF.A Build a function that models a relationship between
The Real Number System (N-RN) APR) A2.A-REI.D Represent and solve equations and inequalities two quantities.
A2.N-RN.A Extend the properties of exponents to rational A2.A-APR.B Understand the relationship between zeros and graphically. A2.F-BF.A.1 Write a function that describes a relationship between two
exponents factors of polynomials. quantities. Functions include linear, quadratic, exponential,
A2.A-REI.D.11 Explain why the x-coordinates of the points where the
A2.N-RN.A.1 Explain how the definition of rational exponents follows A2.A-APR.B.2 Know and apply the Remainder and Factor Theorem: For graphs of the equations y = f(x) and y = g(x) intersect are the polynomial, logarithmic, rational, sine, cosine, tangent, square
from extending the properties of integer exponents to those a polynomial p(x) and a number a, the remainder on division by solutions of the equation f(x) =g(x); find the solutions root, cube root and piecewise-defined functions. Include
values, allowing for a notation for radicals in terms of rational (x – a) is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x). approximately (e.g., using technology to graph the functions, problem-solving opportunities utilizing real-world context.
exponents. make tables of values, or find successive approximations). a. Determine an explicit expression, a recursive process, or steps
A2.A-APR.B.3 Identify zeros of polynomials when suitable factorizations
A2.N-RN.A.2 Rewrite expressions involving radicals and rational are available, and use the zeros to construct a rough graph of Include problems in real-world context. Extend from linear, for calculation from a context.
exponents using the properties of exponents. the function defined by the polynomial. Focus on quadratic, quadratic, and exponential functions to cases where f(x) and/or b. Combine function types using arithmetic operations and
Quantities (N-Q) cubic, and quartic polynomials including polynomials for which g(x) are polynomial, rational, exponential, and logarithmic function composition.
factors are not provided. functions. A2.F-BF.A.2 Write arithmetic and geometric sequences both recursively
A2.N-Q.A Reason Quantitatively and use units to solve problems
A2.A-APR.C Use polynomial identities to solve problems.
Functions - F and with an explicit formula, use them to model situations, and
A2.N-Q.A.1 Use units as a way to understand problems and to guide the translate between the two forms.
solution of multi-step problems; choose and interpret units A2.A-APR.C.4 Prove polynomial identities and use them to describe Interpreting Functions (F-IF)
consistently in formulas; choose and interpret the scale and the numerical relationships. A2.F-IF.B interpret functions that arise in applications in terms of
origin in graphs and data displays, include utilizing real-world A2.A-APR.D Rewrite rational expressions the context.
context.
Arizona Department of Education Arizona is suggesting instructional time encompass a range of at least 65%-75% for Major Clusters and a range of 25%-35% for Supporting Cluster instruction.
Algebra II Placemat – February 2023 – Created by R Carle-Ogren
 Arizona Mathematics Standards – Algebra II Standards Placemat
Grade level content emphasis indicated by: Major Cluster; Supporting Cluster

A2.F-BF.B Build new functions from existing functions. Statistics and Probability (S) A2.S-CP.A.5 Recognize and explain the concepts of conditional
probability and independence utilizing real-world context.
A2.F-BF.B.3 Identify the effect on the graph of replacing f(x) by f(x) + k, Interpreting Categorical and Quantitative Data (S-ID)
kf(x), f(kx), and f(x+k) for specific values of k (both positive and A2.S-CP.B Use the rules of probability to computer probabilities
negative); find the value of k given the graphs. Experiment A2.S-ID.A Summarize, represent and interpret data on a single of compound events in a uniform probability model.
with cases and illustrate an explanation of the effects on the count or measurement variable.
A2.S-CP.B.6 Use Bayes Rule to find the conditional probability of A given
graph using technology. Include recognizing even and odd A2.S-ID.A.4 Use the mean and standard deviation of a data set to fit it to B as the fraction of B’s outcomes that also belong to A, and
functions from their graphs and algebraic expressions for them. a normal curve, and use properties of the normal distribution interpret the answer in terms of the model.
Functions include linear, quadratic, exponential, polynomial, and to estimate population percentages. Recognize that there
A2.S-CP.B.7 Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and
logarithmic, rational, sine, cosine, tangent, square root, cube are data sets for which such a procedure is not appropriate.
B), and interpret the answer in terms of the model.
root and piecewise-defined functions. Use calculators, spreadsheets, or tables to estimate areas
under the normal curve. A2.S-CP.B.8 Apply the general Multiplication Rule in a uniform probability
A2.F-BF.B.4 Find inverse functions. model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret
a. Understand that an inverse function can be obtained by A2.S-ID.B Summarize, represent, and interpret data on two the answer in terms of the model.
expressing the dependent variable of one function as the categorical and quantitative variables.
independent variable of another, recognizing that functions f A2.S-ID.B.6 Represent data of two quantitative variables on a scatter
and g are inverse functions if and only if f(x) = y and g(y) = x for plot, and describe how the quantities are related. Extend to
all values of x in the domain of f and all values of y in the polynomial and exponential models. Fit a function to the data;
domain of g. use functions fitted to data to solve problems in the context of
b. Understand that if a function contains a point (a,b), then the the data. Use given functions or chooses a function suggested
graph of the inverse relation of the function contains the point by the context.
(b,a).
A2.S-ID.C Interpret Models
c. Interpret the meaning of and relationship between a function
A2.S-ID.C.10 Interpret parameters of exponential models.
and its inverse utilizing real-world context.
Linear, Quadratic, and Exponential Models (F-LE) Making Inferences and Justifying Conclusions (S-IC)
A2.S-IC.A Understand and evaluate random processes
A2.F-LE.A Construct and compare linear, quadratic, and
underlying statistical experiments.
exponential models and solve problems.
A2.S-IC.A.1 Understand statistics as a process for making inferences
A2.F-LE.A.4 For exponential models, express as a logarithm the solution
about population parameters based on a random sample from
to abct = d where a, c, and d are numbers and the base b is 2,
that population.
10, or e; evaluate the logarithms that are not readily found by
hand or observation using technology. A2.S-IC.A.2 Explain whether a specified model is consistent with results
from a given data-generating process.
A2.F-LE.B Interpret expressions for functions in terms of the
situation they model. A2.S-IC.B Make inferences and justify conclusions from
experiments, and observational studies.
A2.F-LE.B.5 Interpret the parameters in an exponential function with
rational exponents utilizing real-world context. A2.S-IC.B.3 Recognize the purposes of and differences between
designed experiments, sample surveys and observational
Trigonometric Functions (F-TF) studies.
A2.F-TF.A Extend the domain of trigonometric functions using A2.S-IC.B.4 Use data from a sample survey to estimate a population
the unit circle. mean or proportion; recognize that estimates are unlikely to be
A2.F-TF.A.1 Understand radian measure of an angle as the length of the correct and the estimates will be more precise with larger
arc on any circle subtended by the angle, measured in units of sample sizes.
the circle's radius. Conditional Probability and the Rules of Probability (S-CP_
A2.F-TF.A.2 Explain how the unit circle in the coordinate plane enables
A2.S-CP.A Understand independence and conditional probability
the extension of sine and cosine functions to all real numbers,
and use them to interpret data.
interpreted as radian measures of angles traversed
counterclockwise around the unit circle. A2.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
A2.F-TF.B Model periodic phenomena with trigonometric that the conditional probability of A given B is the same as the
functions probability of A, and the conditional probability of B given A is
A2.F-TF.B.5 Create and interpret sine, cosine and tangent functions that the same as the probability of B.
model periodic phenomena with specified amplitude, A2.S-CP.A.4 Construct and interpret two-way frequency tables of data
frequency, and midline. when two categories are associated with each object being
A2.F-TF.C Apply trigonometric identities. classified. Use the two-way table as a sample space to decide
if events are independent and to approximate conditional
A2.F-TF.C.8 Use the Pythagorean identity sin2(θ) + cos2 (θ) = 1 and the
probabilities.
quadrant of the angle θ to find sin(θ), cos(θ), or tan(θ) given
sin(θ) or cos(θ).
Arizona Department of Education Arizona is suggesting instructional time encompass a range of at least 65%-75% for Major Clusters and a range of 25%-35% for Supporting Cluster instruction.
Algebra II Placemat – February 2023 – Created by R Carle-Ogren