Curricular Framework Mathematics-Algebra 2

Overview Standards for Mathematical Unit Focus Standards for Mathematical Practice
Content

Unit 1 N.CN.A.1 F.LE.B.5  Perform arithmetic operations with complex numbers

N.CN.A.2 A.SSE.B.4  Use complex numbers in polynomial identities and equations
N.CN.C.7 N.RN.A.1  Build a function that models a relationship between two
A.REI.B.4 N.RN.A.2 quantities
Complex A.REI.C.7 A.SSE.B.3  Construct & compare linear, quadratic, & exponential models
Solutions and A.REI.C.6 F.IF.C.8  Write expressions in equivalent forms to solve problems
Modeling with F.BF.A.2 F.LE.A.4  Extend the properties of exponents to rational exponents
F.LE.A.2  Analyze functions using different representations MP.1 Make sense of problems and persevere in
Rational solving them.
Exponents

MP.2 Reason abstractly and quantitatively.

Unit 1: N.CN.A.1 Complex number patterns F.LE.B.5, F.LE.A.2 Exponential Parameters

Suggested Open N.CN.A.2 Powers of a complex number A.SSE.B.4 Course of Antibiotics

Educational
Resources N.CN.C.7, A.REI.B.4b Completing the square N.RN.A.1 Evaluating Exponential Expressions
MP.3 Construct viable arguments & critique
A.REI.C.7 Linear and Quadratic System N.RN.A.2 Rational or Irrational? the reasoning of others.

A.REI.C.6 Pairs of Whole Numbers A.SSE.B.3c Forms of exponential expressions

F.BF.A.2 Snake on a Plane F.IF.C.8b Carbon 14 dating in practice I

MP.4 Model with mathematics.
F.LE.A.2 Rumors F.LE.A.4 Carbon 14 dating

Unit 2 A.APR.B.2 A.REI.A.2  Understand the relationship between zeros and factors of
A.SSE.A.2 A.CED.A.1 polynomials
A.APR.B.3 F.IF.B.4  Interpret the structure of expressions
F.IF.C.7 F.IF.B.6  Use polynomial identities to solve problems MP.5 Use appropriate tools strategically.
Polynomials A.APR.C.4 G.GP  Analyze functions using different representations
and Analysis of A.APR.D.6 E.A.2  Rewrite rational expressions
Nonlinear A.REI.A.1 F.IF.C.7  Understand solving equations as a process of reasoning and
A.REI.D.11 explain the reasoning
Functions
 Interpret functions in terms of the context
 Translate between the geometric description and the equation MP.6 Attend to precision.
for a conic section

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 Curricular Framework Mathematics-Algebra 2

 Represent and solve equations and inequalities graphically

Unit 2: A.APR.B.2 The Missing Coefficient A.REI.A.2 Radical Equations

Suggested Open A.SSE.A.2 A Cubic Identity A.REI.A.2, A.CED.A.1 An Extraneous Solution MP.7 Look for and make use of structure.
Educational
Resources A.APR.B.3 Graphing from Factors III G.GPE.A.2 Defining Parabolas Geometrically

F.IF.C.7c Graphs of Power Functions F.IF.C.7e Logistic Growth Model

MP.8 Look for and express regularity in
A.APR.C.4 Trina’s Triangles A.REI.D.11 Ideal Gas Law repeated reasoning.

A.APR.D.6 Combined Fuel Efficiency

A.REI.A.1 Products and Reciprocals

Unit 3 F.TF.A.1 S.ID.B.6  Extend the domain of trigonometric functions using the unit
F.TF.A.2 F.IF.C.9 circle
F.IF.C.7 F.BF.A.1  Analyze functions using different representations
F.IF.B.4 N.Q.A.2  Interpret functions that arise in applications in terms of the
F.TF.B.5 F.BF.B.3 context
F.TF.C.8 F.BF.B.4  Model periodic phenomena with trigonometric functions
Periodic  Prove and apply trigonometric identities
 Summarize, represent, and interpret data on two categorical and MP.1 Make sense of problems and persevere in
Models and the
quantitative variables solving them.
Unit Circle
 Build a function that models a relationship between two
quantities
 Build new functions from existing functions
Unit 3: F.TF.A.1 Bicycle Wheel F.IF.C.9 Throwing Baseballs
MP.2 Reason abstractly and quantitatively.
Suggested Open F.TF.A.2 What exactly is a radian? F.BF.A.1b A Sum of Functions
Educational
Resources F.TF.A.2 Trigonometric functions for F.BF.B.3 Exploring Sinusoidal Functions
arbitrary angles (radians)
F.BF.B.3 Transforming the graph of a function
F.TF.A.2 Trig Functions and the Unit Circle MP.3 Construct viable arguments & critique
F.BF.B.4a Temperatures in degrees Fahrenheit
the reasoning of others.
F.IF.B.4, F.IF.C.7e Model air plane acrobatics and Celsius

F.TF.B.5 As the Wheel Turns

F.TF.C.8 Trigonometric Ratios and the

MP.4 Model with mathematics.
Pythagorean Theorem

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 Curricular Framework Mathematics-Algebra 2

Unit 4 S.ID.A.4 S.CP.A.1  Summarize, represent, and interpret data on a single count or
S.IC.A.1 S.CP.A.2 measurement variable
S.IC.A.2 S.CP.A.3  Understand and evaluate random processes underlying statistical
S.IC.B.3 S.CP.A.4 experiments
Making S.IC.B.4 S.CP.A.5  Make inferences and justify conclusions from sample surveys, MP.5 Use appropriate tools strategically.
Inference, S.IC.B.5 S.CP.B.6 experiments and observational studies
Justifying S.IC.B.6 S.CP.B.7  Understand the independence and conditional probability and
use them to interpret data
Conclusion and
 Use the rules of probability to compute probabilities of
Conditional compound events in a uniform probability model
Probability MP.6 Attend to precision.

S.ID.A.4 Do You Fit in This Car? S.CP.A.1 Describing Events

Unit 4: S.IC.A.1School Advisory Panel S.CP.A.2 Cards and Independence MP.7 Look for and make use of structure.

Suggested Open S.IC.A.2 Sarah, the chimpanzee S.CP.A.3 Lucky Envelopes

Educational
Resources S.IC.B.3 Strict Parents S.CP.A.4 Two-Way Tables and Probability
MP.8 Look for and express regularity in
S.IC.B.4 Margin of Error for Estimating a S.CP.A.5 Breakfast Before School
repeated reasoning.
Population Mean
S.CP.B.6 The Titanic 1

S.CP.B.7 The Addition Rule

S.CP.B.7 Rain and Lightning

Unit 1 Algebra 2

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

N.CN.A.1. Know there is a complex MP.6 Attend to precision. Concepts:

number i such that i2 = –1, and every
complex number has the form a + bi MP.7 Look for and make use of structure.  Complex number i is defined such that i2 = –1.
with a and b real.
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 Curricular Framework Mathematics-Algebra 2

Unit 1 Algebra 2

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

N.CN.A.2. Use the relation i2 = –1  Every complex number has the form a + bi with a and b real.
and the commutative, associative, and Students are able to:
distributive properties to add,
subtract, and multiply complex  i2 = –1 and the commutative, associative properties to add and subtract complex
numbers numbers are to be used.
 determine that i2 = –1 and the commutative, associative, and distributive
properties to multiply complex numbers.

Learning Goal 1: Add, subtract, and multiply complex numbers using the commutative,
associative and distributive properties.

N.CN.C.7. Solve quadratic equations MP.5 Use appropriate tools strategically. Concepts:
with real coefficients that have
complex solutions. MP.7 Look for and make use of structure.  As with real solutions, complex solutions to quadratic equations may be
A.REI.B.4. Solve quadratic equations determined by taking square roots, factoring, and completing the square.
in one variable. Students are able to:
A.REI.B.4b. Solve quadratic
equations by inspection (e.g.,  solve quadratic equations in one variable that have complex solutions by taking
for x2 = 49), taking square roots, square roots.
completing the square, the  solve a quadratic equations in one variable that have complex solutions by
quadratic formula and factoring, completing the square.
as appropriate to the initial form
of the equation. Recognize  solve a quadratic equations in one variable that have complex solutions by
when the quadratic formula factoring.
gives complex solutions and  write complex solutions in a ± bi form.
write them as a ± bi for real
numbers a and b.
Learning Goal 2: Solve quadratic equations with real coefficients that have complex
solutions by taking square roots, completing the square and factoring.

A.REI.C.7. Solve a simple system MP.1 Make sense of problems and Concepts:
consisting of a linear equation and a persevere in solving them.
quadratic equation in two variables  Solutions of linear systems contain different function types.
algebraically and graphically. For Students are able to:
example, find the points of
intersection between the line y = –3x  solve a system containing one linear equation and one quadratic equation
and the circle x2 + y2 = 3.

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 Curricular Framework Mathematics-Algebra 2

Unit 1 Algebra 2

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

algebraically.
 graph a system containing one linear equation and one quadratic equation to
determine a solution.

Learning Goal 3: Solve simple systems consisting of a linear and quadratic equation in two
variables algebraically and graphically.

A.REI.C.6. Solve systems of linear MP.1 Make sense of problems and Concepts:
equations exactly and approximately persevere in solving them.
(e.g., with graphs), focusing on pairs  Solving a system of linear equations containing n variables requires n equations.
of linear equations in two variables. MP.7 Look for and make use of structure. Students are able to:

 use the substitution method and/or elimination method to find the solution of a
system containing three linear equations.

Learning Goal 4: Solve algebraically a system of three linear equations.

F.BF.A.2. Write arithmetic and MP.1 Make sense of problems and Concepts:
geometric sequences both recursively persevere in solving them.
and with an explicit formula, use  Recursion
them to model situations, and MP.2 Reason abstractly and Students are able to:
translate between the two forms. quantitatively.
F.LE.A.2 Construct linear and  distinguish between recursive and explicit formulas.
exponential functions, including MP 4. Model with mathematics  represent geometric and arithmetic sequences recursively.
arithmetic and geometric sequences,
 represent geometric and arithmetic sequences with explicit formulas.
given a graph, a description of a MP.6 Attend to precision.
relationship, or two input-output  translate between recursive form and explicit form of geometric and arithmetic
pairs (include reading these from a sequences.
MP.7 Look for and make use of structure.
table).  recognize explicit formula for geometric sequences as exponential functions
F.LE.B.5. Interpret the parameters in MP.8 Look for and express regularity in containing a domain in the integers only.
a linear or exponential function in  interpret the parameters of an exponential function representing a geometric
repeated reasoning.
terms of a context. sequence.
 interpret the parameters of a linear function representing an arithmetic sequence.

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Major | Additional | * Benchmarked Standard
 Curricular Framework Mathematics-Algebra 2

Unit 1 Algebra 2

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

Learning Goal 5: Write arithmetic and geometric sequences both recursively and with an
explicit formula, use them to model situations, and translate between the
two forms.

A.SSE.B.4. Derive and/or explain the MP.1 Make sense of problems and Concepts:
derivation of the formula for the sum persevere in solving them.
of a finite geometric series (when the  Series as a sum of a sequence
common ratio is not 1), and use the MP.7 Look for and make use of structure. Students are able to:
formula to solve problems. For
example, calculate mortgage  derive or explain the derivation of the formula for the sum of a finite geometric
payments. series.
 use the formula for the sum of a finite geometric series to solve problems.

Learning Goal 6: Use the formula for the sum of a finite geometric series to solve
problems [for example, calculate mortgage payments; derive the formula
for the sum of a finite geometric series (when the common ratio is not 1)].

N.RN.A.1. Explain how the definition MP.7 Look for and make use of structure. Concepts:
of the meaning of rational exponents
follows from extending the properties  Properties of integer exponents extends to rational exponents (for example, we
of integer exponents to those values, define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so
allowing for a notation for radicals in (51/3)3 must equal 5)
terms of rational exponents. For
 Radical notation is a representation of rational exponents.
example, we define 51/3 to be the cube
root of 5 because we want (51/3)3 = Students are able to:
5(1/3)3 to hold, so (51/3)3 must equal 5.
N.RN.A.2. Rewrite expressions  rewrite expressions containing rational exponents into radical form.
involving radicals and rational  rewrite expressions containing radical notation into exponential expressions
exponents using the properties of containing rational exponents.
exponents.

Learning Goal 7: Use properties of integer exponents to explain and convert between
expressions involving radicals and rational exponents.

A.SSE.B.3. Choose and produce an MP.1 Make sense of problems and Concepts:
equivalent form of an expression to persevere in solving them.
reveal and explain properties of the  Alternate, equivalent forms of an exponential expression containing rational
quantity represented by the expression MP.2 Reason abstractly and
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 Curricular Framework Mathematics-Algebra 2

Unit 1 Algebra 2

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

A.SSE.B.3c: Use the properties of quantitatively. exponents may reveal specific attributes of the function that it defines.
exponents to transform Students are able to:
expressions for exponential MP.4 Model with mathematics.
functions. For example the  use properties of exponent transform/rewrite an exponential expression for an
MP.7 Look for and make use of structure. exponential function.
expression 1.15t can be rewritten
as (1.151/12)12t ≈1.01212t to reveal  explain the properties of the quantity or the function.
the approximate equivalent
monthly interest rate if the annual
Learning Goal 8: Use the properties of exponents to transform expressions for exponential
rate is 15%.
functions, explain properties of the quantity revealed in the transformed
F.IF.C.8. Write a function defined by expression or different properties of the function.
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.LE.A.4. Understand the inverse MP.2 Reason abstractly and Concepts:

relationship between exponents and quantitatively.
logarithms. For exponential models,  Exponents and logarithms have an inverse relationship.
express as a logarithm the solution to MP.4 Model with mathematics.  Solutions to an exponential equation in one variable can be written as a logarithm.
abct = d where a, c, and d are Students are able to:
numbers and the base b is 2, 10, or e;
evaluate the logarithm using  transform an exponential model represented by abct = d where a, c, and d are
technology.
numbers and the base b is 2, 10, or e.
 write the solution to abct = d as a logarithm.
 use technology to evaluate logarithms having base 2, 10, or e.

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 Curricular Framework Mathematics-Algebra 2

Unit 1 Algebra 2

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

Learning Goal 9: 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.

Unit 1 Algebra 2 What This May Look Like

District/School Formative Assessment Plan District/School Summative Assessment Plan
Formative assessment informs instruction and is ongoing throughout a unit to Summative assessment is an opportunity for students to demonstrate mastery of the skills taught
determine how students are progressing against the standards. during a particular unit.

Focus Mathematical Concepts

Districts should consider listing prerequisites skills. Concepts that include a focus on relationships and representation might be listed as grade level appropriate.
Prerequisite skills:

Common Misconceptions:

District/School Tasks District/School Primary and Supplementary Resources

Exemplar tasks or illustrative models could be provided. District/school resources and supplementary resources that are texts as well as digital resources
used to support the instruction.

Instructional Best Practices and Exemplars

This is a place to capture examples of standards integration and instructional best practices.

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Major | Additional | * Benchmarked Standard
 Curricular Framework Mathematics-Algebra 2

Unit 2 Algebra 2

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

A.APR.B.2. Know and apply the MP.6 Attend to precision. Concepts:

Remainder Theorem: For a
polynomial p(x) and a number a, the  Polynomial division: For a polynomial p(x) and a number a:
remainder on division by x – a is  p(a) = 0 if and only if (x – a) is a factor of p(x)
p(a), so p(a) = 0 if and only if (x – a)  (x – a) is a factor of p(x) if and only if p(a) = 0
is a factor of p(x).
Students are able to:

 use the Remainder Theorem to determine factors of a polynomial.

Learning Goal 1: Apply the Remainder Theorem in order to determine the factors of a
polynomial.

A.SSE.A.2. Use the structure of an MP.7 Look for and make use of structure. Concepts:
expression to identify ways to rewrite
it. For example, see x4 – y4 as (x2)2 –  Factors of polynomials can be used to identify zeros to be used to develop a rough
(y2)2, thus recognizing it as a graph of the polynomial function.
difference of squares that can be Students are able to:
factored as (x2 – y2)(x2 + y2).
A.APR.B.3. Identify zeros of  factor polynomials.
polynomials when suitable
 analyze a table of values to determine where the polynomial is increasing and
factorizations are available, and use
the zeros to construct a rough graph decreasing.
of the function defined by the  use the zeros of the polynomial to create rough graph.
polynomial.
Learning Goal 2: Use an appropriate factoring technique to factor polynomials. Explain the
relationship between zeros and factors of polynomials, and use the zeros to
construct a rough graph of the function defined by the polynomial.

F.IF.C.7. Graph functions expressed MP.1 Make sense of problems and Concepts:
symbolically and show key features persevere in solving them.
of the graph, by hand in simple cases  Factors of polynomials can be used to identify zeros to be used to develop a rough
and using technology for more MP.5 Use appropriate tools strategically. graph of the polynomial function.
complicated cases. Students are able to:
F.IF.C.7c. Graph polynomial MP.6 Attend to precision.
functions, identifying zeros  graph a polynomial function given its equation.
when suitable factorizations are  identify zeros from the graph and using an appropriate factoring technique.
available, and showing end  show key features of the graph, including end behavior.
behavior.  use technology to graph and describe key features of the graph for complicated
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 Curricular Framework Mathematics-Algebra 2

Unit 2 Algebra 2

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

cases.

Learning Goal 3: Graph polynomial functions from equations; identify zeros when suitable
factorizations are available; show key features and end behavior.

A.APR.C.4. Prove polynomial MP.3 Construct viable arguments and Concepts:

identities and use them to describe critique the reasoning of others.
numerical relationships. For  Polynomial identities can be used to describe numerical relationships.
example, the difference of two MP.7 Look for and make use of Students are able to:
squares; the sum and difference of structure.
two cubes; the polynomial identity (x2  show that the polynomial identity (x2 + y2)2 = (x2 – y2)2 + (2xy)2 can be used to
+ y2)2 = (x2 – y2)2 + (2xy)2 can be used generate Pythagorean triples.
to generate Pythagorean triples.
 prove polynomial identities.

Learning Goal 4: Use polynomial identities to describe numerical relationships and prove
polynomial identities.

A.APR.D.6. Rewrite simple rational MP.1 Make sense of problems and Concepts:
expressions in different forms; write persevere in solving them.
a(x)/b(x) in the form q(x) + r(x)/b(x),  Rational expressions can be written in different forms.
where a(x), b(x), q(x), and r(x) are Students are able to:
polynomials with the degree of r(x)
less than the degree of b(x), using  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
inspection, long division, or, for the polynomials with the degree of r(x) less than the degree of b(x).
more complicated examples, a
 use inspection, factoring and long division to rewrite rational expressions.
computer algebra system.
 use technology to rewrite rational expressions for more complicated cases.

Learning Goal 5: Rewrite simple rational expressions in different forms using inspection,
long division, or, for the more complicated examples, a computer algebra
system.

A.REI.A.2. Solve simple rational and MP.2 Reason abstractly and Concepts:
radical equations in one variable, and quantitatively.
give examples showing how  Inverse relationships exist between roots and powers.
extraneous solutions may arise. MP.3 Construct viable arguments and

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Major | Additional | * Benchmarked Standard
 Curricular Framework Mathematics-Algebra 2

Unit 2 Algebra 2

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

A.REI.A.1. Explain each step in critique the reasoning of others.  Extraneous solutions do not result in true statements.
solving a simple equation as MP.4 Model with mathematics. Students are able to:
following from the equality of
numbers asserted at the previous MP.6 Attend to precision.  use the inverse relationship between roots and powers when solving radical
step, starting from the assumption equations.
that the original equation has a
 identify any extraneous solutions.
solution. Construct a viable argument
to justify a solution method.  solve simple rational equations in one variable (degree of numerators and
A.CED.A.1 Create equations and denominator is not greater than 2).
inequalities in one variable and use  write simple rational equations in one variable and use the rational equation to
them to solve problems. Include solve problems.
equations arising from linear and
quadratic functions, and simple Learning Goal 6: Solve simple rational and radical equations in one variable, use them to
rational and exponential functions.
solve problems and show how extraneous solutions may arise. Create
simple rational equations in one variable and use them to solve problems.

F.IF.B.4. For a function that models MP.1 Make sense of problems and Concepts:
a relationship between two persevere in solving them.
quantities, interpret key features of  A radical function is any function that contains a variable inside a root.
graphs and tables in terms of the MP 4. Model with mathematics
quantities, and sketch graphs Students are able to:
showing key features given a verbal MP.5 Use appropriate tools strategically.
description of the relationship. Key  interpret key features of radical functions from graphs and tables in the context of
features include: intercepts; intervals MP.6 Attend to precision. the problem.
where the function is increasing,  sketch graphs of radical functions given a verbal description of the relationship
decreasing, positive, or negative; MP.7 Look for and make use of between the quantities.
relative maximums and minimums; structure.
symmetries; end behavior; and  identify intercepts and intervals where function is increasing/decreasing.
periodicity.  determine the practical domain of a radical function.
F.IF.B.6. Calculate and interpret the  determine key features including intercepts; intervals where the function is
average rate of change of a function increasing, decreasing, positive, or negative; relative maxima and minima;
(presented symbolically or as a table) symmetries; end behavior.
over a specified interval. Estimate
the rate of change from a graph.

Learning Goal 7: For radical functions, interpret key features of graphs and tables in terms
of the quantities, and sketch graphs showing key features given a verbal

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 Curricular Framework Mathematics-Algebra 2

Unit 2 Algebra 2

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

description of the relationship.

G.GPE.A.2. Derive the equation of a parabola given a focus and directrix Concepts:

 Any point on a parabola is equidistant between the focus and the directrix.
Students are able to:

 use the distance formula to write an equation of a parabola when the focus and
directrix are given.

Learning Goal 8: Derive the equation of a parabola given a focus and directrix.

F.IF.C.7. Graph functions expressed symbolically and show key features of the Concepts:
graph, by hand in simple cases and using technology for more complicated cases.  Logarithmic functions
F.IF.C.7e. Graph exponential and logarithmic functions, showing intercepts Students are able to:
and end behavior, and trigonometric functions, showing period, midline, and
amplitude.  graph logarithmic functions having base 2, 10 or e, using technology for more
complicated cases.
 show intercepts and end behavior of logarithmic functions.

Learning Goal 9: Graph logarithmic functions expressed symbolically and show key
features of the graph (including intercepts and end behavior).

A.REI.D.11. Explain why the x- MP.1 Make sense of problems and Concepts:
coordinates of the points where the persevere in solving them.
graphs of the equations y = f(x) and y  Solutions to complex systems of nonlinear functions can be approximated
= g(x) intersect are the solutions of MP.5 Use appropriate tools strategically. graphically
the equation f(x) = g(x); find the Students are able to:
solutions approximately, e.g., using
technology to graph the functions,  find the solution to f(x)=g(x) approximately, e.g., using technology to graph the
make tables of values, or find
functions; include cases where f(x) and/or g(x) are linear, polynomial, rational,
successive approximations. Include
cases where f(x) and/or g(x) are absolute value, exponential, and logarithmic functions.
linear, polynomial, rational, absolute  find the solution to f(x)=g(x) approximately, e.g., using technology to make tables
value, exponential, and logarithmic of values, or find successive approximations; include cases where f(x) and/or g(x)
functions.* are linear, polynomial, rational, absolute value, exponential, and logarithmic
functions.

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Major | Additional | * Benchmarked Standard
 Curricular Framework Mathematics-Algebra 2

Unit 2 Algebra 2

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

Learning Goal 10: Find approximate solutions for f(x)=g(x), using technology to graph,
make tables of values, or find successive approximations. Include cases
where f(x) and/or g(x) are linear, polynomial, rational, absolute value,
logarithmic and exponential functions.

Unit 2 Algebra 2 What This May Look Like

District/School Formative Assessment Plan District/School Summative Assessment Plan
Formative assessment informs instruction and is ongoing throughout a unit to Summative assessment is an opportunity for students to demonstrate mastery of the skills taught
determine how students are progressing against the standards. during a particular unit.

Focus Mathematical Concepts

Districts should consider listing prerequisites skills. Concepts that include a focus on relationships and representation might be listed as grade level appropriate.
Prerequisite skills:

Common Misconceptions:

District/School Tasks District/School Primary and Supplementary Resources

Exemplar tasks or illustrative models could be provided. District/school resources and supplementary resources that are texts as well as digital resources
used to support the instruction.

Instructional Best Practices and Exemplars

This is a place to capture examples of standards integration and instructional best practices.

Unit 3 Algebra 2

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

F.TF.A.1. Understand radian MP.3 Construct viable arguments and Concepts:

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Major | Additional | * Benchmarked Standard
 Curricular Framework Mathematics-Algebra 2

Unit 3 Algebra 2

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

measure of an angle as the length critique the reasoning of others.  Radian measure of an angle as the length of the arc on the unit circle that is subtended
of the arc on the unit circle by the angle
subtended by the angle. MP.6 Attend to precision.  Relationship between degrees and radians
F.TF.A.2. Explain how the unit
Students are able to:
circle in the coordinate plane
enables the extension of
 find the measure of the angle given the length of the arc.
trigonometric functions to all real
numbers, interpreted as radian  find the length of an arc given the measure of the central angle.
measures of angles traversed  convert between radians and degrees.
counterclockwise around the unit  use the unit circle to evaluate sine, cosine and tangent of standard reference angles.
circle.
Learning Goal 1: Use the radian measure of an angle to find the length of the arc in the unit
circle subtended by the angle and find the measure of the angle given the
length of the arc.
Learning Goal 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.IF.C.7. Graph functions MP.1 Make sense of problems and Concepts:

expressed symbolically and show persevere in solving them.  Relationship between the unit circle in the coordinate plane and graph of trigonometric
key features of the graph, by hand functions.
in simple cases and using MP.4 Model with mathematics. Students are able to:
technology for more complicated
cases. MP.5 Use appropriate tools  graph trigonometric functions, showing period, midline, and amplitude.
F.IF.C.7e. Graph exponential strategically.
and logarithmic functions,
Learning Goal 3: Graph trigonometric functions expressed symbolically, showing key features
showing intercepts and end MP.6 Attend to precision.
of the graph, by hand in simple cases and using technology for more
behavior, and trigonometric
MP.7 Look for and make use of complicated cases.
functions, showing period,
midline, and amplitude. structure.

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
14 | P a g e Key: Supporting |
Major | Additional | * Benchmarked Standard
 Curricular Framework Mathematics-Algebra 2

Unit 3 Algebra 2

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

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.TF.B.5 Choose trigonometric MP.4 Model with mathematics. Concepts:
functions to model periodic
phenomena with specified  Periodic functions may model real-world scenarios.
amplitude, frequency, and midline. Students are able to:

 use characteristics of real world phenomena to select a trigonometric model.

 identify amplitude, frequency and midline appropriate for the model.

Learning Goal 4: Choose trigonometric functions to model periodic phenomena with specified
amplitude, frequency, and midline.

F.TF.C.8. Prove the Pythagorean MP.3 Construct viable arguments and Concepts: No new concept(s) introduced
identity sin2(θ) + cos2(θ) = 1 and critique the reasoning of others.
use it to find sin(θ), cos(θ),or Students are able to:
tan(θ) given sin(θ), cos(θ), or MP.5 Use appropriate tools
tan(θ) and the quadrant of the strategically.  prove the Pythagorean identity: sin2(θ) + cos2(θ) = 1.
angle.  use the Pythagorean identity to find sin(θ), cos(θ), or tan(θ) when given sin(θ), cos(θ),
MP.7 Look for and make use of or tan(θ) and the quadrant of the angle.
structure.

Learning Goal 5: Use the Pythagorean identity (sin θ )2 + (cos θ )2 = 1 to find sin θ , cos θ , or
tan θ , given sin θ , cos θ , or tan θ , and the quadrant of the angle.

S.ID.B.6. Represent data on two MP.1 Make sense of problems and Concepts: No new concept(s) introduced
quantitative variables on a scatter persevere in solving them. Students are able to:
plot, and describe how the variables
are related MP.2 Reason abstractly and  fit exponential and trigonometric functions to data using technology.
6a. Fit a function to the data quantitatively.  solve problems using functions fitted to data (prediction equations).
(including with the use of MP.4 Model with mathematics.  interpret the intercepts of models in context.
technology); use functions
15 | P a g e Key: Supporting |
Major | Additional | * Benchmarked Standard
 Curricular Framework Mathematics-Algebra 2

Unit 3 Algebra 2

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

fitted to data to solve problems MP.5 Use appropriate tools  Plot residuals of non-linear functions.
in the context of the data. Use strategically.  Analyze residuals in order to informally evaluate the fit of exponential and
given functions or choose a trigonometric functions.
function suggested by the MP.6 Attend to precision.
context. Emphasize linear,
quadratic, and exponential Learning Goal 6: Represent nonlinear (exponential and trigonometric) data for two variables on
models. a scatter plot, fit a function to the data, analyze residuals (in order to
informally assess fit), and use the function to solve problems. Use given
functions or choose a function suggested by the context; emphasize
exponential and trigonometric models.

F.IF.C.9. Compare properties of MP.1 Make sense of problems and Concepts: No new concept(s) introduced
two functions each represented in a persevere in solving them. Students are able to:
different way (algebraically,
graphically, numerically in tables, MP.3 Construct viable arguments and  compare key attributes of functions each represented in a different way (i.e zeros, end
or by verbal descriptions). For critique the reasoning of others. behavior, periodicity, asymptotes).
example, given a graph of one
quadratic function and an MP.5 Use appropriate tools
algebraic expression for another, Learning Goal 7: Analyze and compare properties of two functions when each is represented in
strategically. a different way (algebraically, graphically, numerically in tables, or by verbal
say which has the larger maximum.
descriptions).
MP.6 Attend to precision.

MP.8 Look for and express regularity

in repeated reasoning.

F.BF.A.1. Write a function that MP.4 Model with mathematics. Concepts:

describes a relationship between
two quantities. MP.7 Look for and make use of  Functions of various types can be combined to model real world situations.
F.BF.A.1b. Combine standard structure. Students are able to:
function types using arithmetic
operations. For example, build  use arithmetic operations to combine functions of varying types in order to model
a function that models the relationships between quantities.
temperature of a cooling body
by adding a constant function
to a decaying exponential, and
Learning Goal 8: Construct a function that combines, using arithmetic operations, standard
relate these functions to the
model. function types to model a relationship between two quantities.
N.Q.A.2. Define appropriate
16 | P a g e Key: Supporting |
Major | Additional | * Benchmarked Standard
 Curricular Framework Mathematics-Algebra 2

Unit 3 Algebra 2

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

quantities for the purpose of

descriptive modeling.
F.BF.B.3. Identify the effect on the MP.3 Construct viable arguments and Concepts:
graph of replacing f(x) by f(x) + k, critique the reasoning of others.
k f(x), f(kx), and f(x + k) for  Function notation representation of transformations
specific values of k (both positive MP.5 Use appropriate tools Students are able to:
and negative); find the value of k strategically.
given the graphs. Experiment with  perform transformations on graphs of polynomial, exponential, logarithmic, or
cases and illustrate an explanation MP.7 Look for and make use of trigonometric functions.
of the effects on the graph using
structure.  identify the effect on the graph of replacing f(x) by
technology. Include recognizing
even and odd functions from their  f(x) + k;
MP.8 Look for and express regularity  k f(x);
graphs and algebraic expressions
for them. in repeated reasoning.  f(kx);
 and f(x + k) for specific values of k (both positive and negative).
 identify the effect on the graph of combinations of transformations.
 given the graph, find the value of k.
 illustrate an explanation of the effects on polynomial, exponential, logarithmic, or
trigonometric graphs using technology.

Learning Goal 9: Identify the effect on the graph of a polynomial, exponential, logarithmic, or
trigonometric function 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 and identify even and odd functions from graphs and equations.

F.BF.B.4. Find inverse functions. MP.1 Make sense of problems and Concepts:
F.BF.B.4a. Solve an equation persevere in solving them.
of the form f(x) = c for a  For a function f(x) that has an inverse, the domain/input for f(x) is the inverse
simple function f that has an MP.6 Attend to precision. function’s range/output and that the range/output for f(x) is the inverse function’s
inverse and write an domain/input.
MP.8 Look for and express regularity Students are able to:
expression for the inverse. For
in repeated reasoning.
example, f(x) =2 x3 or f(x) =
 use function notation to represent the inverse of a function – f-1(x).
(x+1)/(x–1) for x ≠1.
 transform an equation in order to isolate the independent variable, recognizing that the
[*note: composition of domain/input for f(x) is the inverse function’s range/output and that the range/output
functions is not introduced for f(x) is the inverse function’s domain/input.
here]
17 | P a g e Key: Supporting |
Major | Additional | * Benchmarked Standard
 Curricular Framework Mathematics-Algebra 2

Unit 3 Algebra 2

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

Learning Goal 10: Determine the inverse function for a simple function.

Unit 3 Algebra 2 What This May Look Like

District/School Formative Assessment Plan District/School Summative Assessment Plan
Formative assessment informs instruction and is ongoing throughout a unit to Summative assessment is an opportunity for students to demonstrate mastery of the skills taught
determine how students are progressing against the standards. during a particular unit.

Focus Mathematical Concepts

Districts should consider listing prerequisites skills. Concepts that include a focus on relationships and representation might be listed as grade level appropriate.
Prerequisite skills:

Common Misconceptions:

District/School Tasks District/School Primary and Supplementary Resources

Exemplar tasks or illustrative models could be provided. District/school resources and supplementary resources that are texts as well as digital resources
used to support the instruction.

Instructional Best Practices and Exemplars

This is a place to capture examples of standards integration and instructional best practices.

18 | P a g e Key: Supporting |
Major | Additional | * Benchmarked Standard
 Curricular Framework Mathematics-Algebra 2

Unit 4 Algebra 2

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

S.ID.A.4. Use the mean and MP.2 Reason abstractly and Concepts:
standard deviation of a data set to quantitatively.
fit it to a normal distribution and to MP.4 Model with mathematics.  Mean and standard deviation are used to fit in a normal distribution
estimate population percentages.  Population percentages may be estimated when the data are approximately normally
Recognize that there are data sets distributed.
for which such a procedure is not
Students are able to:
appropriate. Use calculators,
spreadsheets, and tables to estimate
 identify data sets as approximately normally distributed or not.
areas under the normal curve.
 explain the 68-95-99.7 rule for normal distributions (approximately 68% of the area
under a normal distribution curve is within one standard deviation, approximately 95%
of the area under a normal distribution curve is within two standard deviations, etc).
 use the mean and standard deviation of a normal distribution to estimate population
percentages.
 use calculators, spreadsheets, and tables to estimate areas under the normal curve and
interpret in context.

Learning Goal 1: Use the mean and standard deviation of a data set to fit it to a normal
distribution, estimate population percentages, and 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.IC.A.1. Understand statistics as a MP.2 Reason abstractly and Concepts:

process for making inferences quantitatively.
about population parameters based MP.4 Model with mathematics.  Statistics is a process for making inferences about a population based on analysis of a
on a random sample from that random sample from the population.
population. Students are able to:

 identify and evaluate random sampling methods.

 explain the importance of randomness to sampling and inference making.
 explain the difference between values that describe a population and a sample, in
context.

Learning Goal 2: Identify and evaluate random sampling methods.

S.IC.A.2. Decide if a specified MP.2 Reason abstractly and Concepts:

19 | P a g e Key: Supporting |
Major | Additional | * Benchmarked Standard
 Curricular Framework Mathematics-Algebra 2

Unit 4 Algebra 2

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

model is consistent with results quantitatively.

from a given data-generating MP.4 Model with mathematics.
process, e.g., using simulation. For  Random processes can be described mathematically by using a model: a list or
example, a model says a spinning description of possible outcomes.
coin falls heads up with probability
Students are able to:
0.5. Would a result of 5 tails in a
row cause you to question the  determine whether a given model is consistent with results from and experiment.
model?  know the difference between experimental and theoretical modeling.
 know how far predictions can be projected based on sample size.
 design simulations of random sampling.

Learning Goal 3: Determine if the outcomes and properties of a specified model are consistent
with results from a given data-generating process (e.g. using simulation).

S.IC.B.3. Recognize the purposes MP.4 Model with mathematics. Concepts:

of and differences among sample
surveys, experiments, and  Collecting data from a random sample of a population makes it possible to draw
observational studies; explain how conclusions about the whole population.
randomization relates to each.  Randomly assigning individuals to different treatments allows a fair comparison of the
effectiveness of those treatments.
 Sample surveys, experiments, and observational studies serve different statistical
purposes allowing for different statistical analyses.
Students are able to:

 distinguish between sample surveys, experiments, and observational studies.

 explain the importance of randomization in each of these processes.
 identify voluntary response samples and convenience samples.
 describe simple random samples, stratified random samples, and cluster samples.
 explain how under coverage, nonresponse, and question wording can lead to bias in a
sample survey.

Learning Goal 4: Identify the differences among and purposes of sample surveys, experiments,
and observational studies, explaining how randomization relates to each.

S.IC.B.4. Use data from a sample MP.1 Make sense of problems and Concepts:
survey to estimate a population persevere in solving them.
20 | P a g e Key: Supporting |
Major | Additional | * Benchmarked Standard
 Curricular Framework Mathematics-Algebra 2

Unit 4 Algebra 2

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

mean or proportion; develop a MP.2 Reason abstractly and  Appropriately drawn samples of a population may be used to estimate a population
margin of error through the use of quantitatively. mean or population proportion.
simulation models for random MP.4 Model with mathematics.  Relationship between margin of error, variation with a data set, and variability in the
sampling
population
MP.5 Use appropriate tools Students are able to:
strategically.
 conduct simulations of random sampling to gather samples.
MP.6 Attend to precision.  estimate population means with sample means.
 estimate population proportions with sample proportions.
 calculate martins of error for the estimates.
 explain how the results relate to variability in the population.

Learning Goal 5: 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 MP.1 Make sense of problems and Concepts:
randomized experiment to persevere in solving them.
compare two treatments; use  A statistically significant outcome is one that is unlikely to be due to chance alone.
simulations to decide if differences MP.2 Reason abstractly and
between parameters are significant quantitatively. Students are able to:
S.IC.B.6. Evaluate reports based
MP.4 Model with mathematics.
on data.  conduct a t-test to evaluate the effectiveness and differences in two treatments.
MP.5 Use appropriate tools  use simulations to generate data simulating applying two treatments.
strategically.  use the results of simulations to determine if the differences are significant.
 read and explain, in the context of the situation, data from outside reports – discussing
MP.6 Attend to precision. experimental study design, drawing conclusions from graphical and numerical
summaries, and identifying characteristics of the experimental design.

Learning Goal 6: Use data from a randomized experiment to compare two treatments and use
simulations to decide if differences between parameters are significant;
evaluate reports based on data.

S.CP.A.1. Describe events as MP.1 Make sense of problems and Concepts:

subsets of a sample space (the set persevere in solving them.
of outcomes) using characteristics

21 | P a g e Key: Supporting |
Major | Additional | * Benchmarked Standard
 Curricular Framework Mathematics-Algebra 2

Unit 4 Algebra 2

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

(or categories) of the outcomes, or MP.2 Reason abstractly and  Events are described as subsets of a sample space.
as unions, intersections, or quantitatively. Students are able to:
complements of other events (“or,” MP.4 Model with mathematics.
“and,” “not”).  identify a sample space, recognizing it as the set of all possible outcomes.
MP.5 Use appropriate tools  identify and describe subsets of a sample space as events.
strategically.  describe unions, intersections and complements of events.
 visualize unions, intersections and complements of events with Venn diagrams.
MP.6 Attend to precision.

Learning Goal 7: 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 MP.1 Make sense of problems and Concepts:
events A and B are independent if persevere in solving them.
the probability of A and B  Two events A and B are independent if the probability of A and B occurring together is
occurring together is the product of MP.2 Reason abstractly and the product of their probabilities.
their probabilities, and use this quantitatively.  Independence of event A and event B means that the conditional probability of A given
characterization to determine if
MP.4 Model with mathematics. B is the same as the probability of, and the conditional probability of B given A is the
they are independent.
S.CP.A.3. Understand the same as the probability of B.
MP.5 Use appropriate tools Students are able to:
conditional probability of A given B
as P(A and B)/P(B), and interpret strategically.
independence of A and B as saying  identify events as independent or dependent.
that the conditional probability of A MP.6 Attend to precision.  interpret the conditional probability of A given B as answering the question ‘now that
given B is the same as the B has occurred, what is the probability that event A will occur?’.
probability of A, and the  determine the conditional probability of A given B using P(A and B)/P(B).
conditional probability of B given A  represent conditional probability of A given B as P(A|B).
is the same as the probability of B.
 calculate conditional probabilities.
S.CP.A.4. Construct and interpret
two-way frequency tables of data  construct two-way frequency tables for two categorical variables.
when two categories are associated  calculate probabilities from the two-way frequency table.
with each object being classified.  use the probabilities to assess independence of two variables.
Use the two-way table as a sample
space to decide if events are
independent and to approximate Learning Goal 8: Use two-way frequency tables to determine if events are independent and to
conditional probabilities. For calculate conditional probability. Use everyday language to explain
example, collect data from a
random sample of students in your
22 | P a g e Key: Supporting |
Major | Additional | * Benchmarked Standard
 Curricular Framework Mathematics-Algebra 2

Unit 4 Algebra 2

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

school on their favorite subject independence and conditional probability in real-world situations.
among math, science, and English.
Estimate the probability that a
randomly selected student from
your school will favor science given
that the student is in tenth grade.
Do the same for other subjects and
compare the results.
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 MP.1 Make sense of problems and Concepts:
probability of A given B as the persevere in solving them.
fraction of B’s outcomes that also  Mutually exclusive events exist.
belong to A, and interpret the MP.2 Reason abstractly and Students are able to:
answer in terms of the model. quantitatively.
S.CP.B.7. Apply the Addition Rule,  analyze event B’s outcomes to determine the proportion of B’s outcomes that also
MP.4 Model with mathematics.
P(A or B) = P(A) + P(B) – P(A and belong to event A.
B), and interpret the answer in
MP.5 Use appropriate tools  interpret this proportion as conditional probability of A given B.
terms of the model.
strategically.  identify two events as mutually exclusive (disjoint).
 calculate probabilities using the Addition rule P(A or B) = P(A) + P(B) – P(A and B).
MP.6 Attend to precision.
Learning Goal 9: Find the conditional probability of A given B as the fraction of B’s outcomes
that also belong to A and apply the Addition Rule [P(A or B) = P(A) + P(B) –
P(A and B)].

Unit 4 Algebra 2 What This May Look Like

District/School Formative Assessment Plan District/School Summative Assessment Plan
Formative assessment informs instruction and is ongoing throughout a unit to Summative assessment is an opportunity for students to demonstrate mastery of the skills taught
determine how students are progressing against the standards. during a particular unit.

23 | P a g e Key: Supporting |
Major | Additional | * Benchmarked Standard
 Curricular Framework Mathematics-Algebra 2

Focus Mathematical Concepts

Districts should consider listing prerequisites skills. Concepts that include a focus on relationships and representation might be listed as grade level appropriate.
Prerequisite skills:

Common Misconceptions:

District/School Tasks District/School Primary and Supplementary Resources

Exemplar tasks or illustrative models could be provided. District/school resources and supplementary resources that are texts as well as digital resources
used to support the instruction.

Instructional Best Practices and Exemplars

This is a place to capture examples of standards integration and instructional best practices.

24 | P a g e Key: Supporting |
Major | Additional | * Benchmarked Standard