Algebra 2 Curriculum Alignment
Algebra 2 Curriculum Alignment
Algebra 2 Curriculum Alignment
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, and use the unit circle to express the values of sine, cosine, and tangent
for x, x + , and x 2 in terms of their values of x, where x is any real number.
4. (+) Use the unit circle to explain symmetry (odd and even) and periodicity of
trigonometric functions.
Model periodic phenomena with trigonometric functions
5. Choose trigonometric functions to model periodic phenomena with specified amplitude,
frequency, and midline.
6. (+) Understand that restricting a trigonometric function to a domain on which it is always
increasing or always decreasing allows its inverse to be constructed
7. (+) Use the inverse functions to solve trigonometric equations that arise in modeling
contexts; evaluate the solutions using technology, and interpret them in terms of the
context.
Prove and apply trigonometric identities
8. Prove the Pythagorean Identity 1 cos sin
2 2
= + and use it to calculate trigonometric
ratios.
9. (+) Prove the addition and subtraction formula
Similarity, Right Triangles, and Trigonometry (G-SRT)
Define trigonometric ratios and solve problems involving right triangles
6. Understand that by similarity, side ratios in right triangles are properties of the angles in
the triangle, leading to definitions of trigonometric ratios for acute angles.
7. Explain and use the relationship between the sine and cosine of complementary angles.
8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied
problems.
Probability
Probability
Expected Value
Addition Rule of Probability
Multiplication Rule of Probability
Conditional Probability
Permutations and Combinations
College Readiness Standards
16-19
20-23
24-27
28-32
33-36
Use the relationship between the probability of an event and the probability of its
complement
Determine the probability of a simple event
Exhibit knowledge of simple counting techniques
Compute straightforward probabilities for common situations
Use Venn diagrams for counting
Apply counting techniques
Compute a probability when the event and/or sample space are not given or obvious
Exhibit knowledge of conditional and joint probability
Probability
Common Core State Standards
Making Inferences and Justifying Conclusions (S-IC)
Understand and evaluate random processes underlying statistical experiments.
2. Decide if a specified model is consistent with results from a given data-generating
process, e.g., using simulation. For example, a model says a spinning coin falls heads up
with probability 0.5. Would a result of 5 tails in a row cause you to question the model?
Conditional Probability and the Rules of Probability (S-CP)
Understand independence and conditional probability and use them to interpret data.
1. Describe events as subsets of a sample space (the set of outcomes) using characteristics
(or categories) or the outcomes, or as unions, intersections, or complements of other
events (or, and, not)
2. Understand that two events A and B are independent if the probability of A and B
occurring together is the product of their probabilities, and use the characterization to
determine if they are independent.
3. Understand the conditional probability of A given B as P(A and B)/P(B), and interpret
independence of A and B as saying that the conditional probability of A given B is the
same as the probability of A, and the conditional probability of B given A is the same as
the probability of B.
4. Construct and interpret two-way frequency tables of data when two categories are
associated with each object being classified. Use the two-way table as a sample space to
decide if events are independent and to approximate conditional probabilities. For
example, collect data from a random sample of students in your school on their favorite
subject 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.
5. Recognize and explain the 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 smoker if you have lung cancer.
Use the rules of probability to compute probabilities of compound events in a uniform
probability model
6. Find the conditional probability of A given B as the fraction of Bs outcomes that also
belong to A, and interpret the answer in terms of the model.
7. Apply the Addition Rule, P(A or B) =P(A) +P(B) P( A and B), and interpret the
answer in terms of the model.
8. (+) Apply the general Multiplication Rule in a uniform probability model,
P(A and B) =P(A)P(B|A) =P(B)P(A|B), and interpret the answer in terms of the model.
9. (+) Use permutations and combinations to compute probabilities of compound events and
solve problems.
Using Probability to Make Decisions (S-MD)
Calculate expected values and use them to solve problems
1. (+) Define a random variable for a quantity of interest by assigning a numerical value
to each event in a sample space; graph the corresponding probability distribution
using the same graphical displays as for data distributions.
2. (+) Calculate the expected value of a random variable; interpret it as the mean of the
probability distribution.
3. (+) Develop a probability distribution for a random variable defined for a sample
space in which theoretical probabilities can be calculated; find the expected value.
For example, find the theoretical probability distribution for the number of correct
answers obtained by guessing on all five questions of a multiple-choice test where
each question has four choices, and find the expected grade under various grading
schemes.
4. (+) Develop a probability distribution for a random variable defined for a sample
space in which probabilities are assigned empirically; find the expected value. For
example, find a current data distribution on the number of TV sets per household in
the United States, and calculate the expected number of sets per household. How
many TV sets would you expect to find in 100 randomly selected households?
Use probability to evaluate outcomes of decisions
5. (+) Weigh the possible outcomes of a decision by assigning probabilities to payoff
values and finding expected values.
a. Find the expected payoff for a game of chance. For example, find the
expected winnings from a state lottery ticket or a game at a fast-food
restaurant.
b. Evaluate and compare strategies on the basis of expected values. For
example, compare a high-deductible versus a low-deductible automobile
insurance policy using various, but reasonable, chances of having a minor or
major accident.
6. (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random
number generator).
7. (+) Analyze decisions and strategies using probability concepts (e.g., product testing,
medical testing, pulling a hockey goalie at the end of a game).
Univariate Data
Graphs: Bar graphs, line graphs, circle graphs, dot plots, histograms, and boxplots
Mean, Median and Mode
Standard Deviation
Normal Distribution
Scatter plots
Regression and Correlation
College Readiness Standards
13-15
16-19
20-23
24-27
28-32
33-36
Calculate the missing data value, given the average and all data values but one
Translate from on representation of data to another (e.g., a bar graph to a circle graph)
Calculate the average, given the frequency counts of all the data values
Manipulate data from tables and graphs
Distinguish between mean, median and mode for a list of numbers
Analyze and draw conclusions based on information from figures, tables and graphs
Calculate the average of a list of positive whole numbers
Perform a single computation using information from a table or chart
Calculate the average of a list of numbers
Calculate the average, given the number of data values and the sum of the data values
Read tables and graphs
Perform computations on data from tables and graphs
Calculate or use a weighted average
Interpret and use information from figures, tables and graphs
Univariate Data
Common Core State Standards
Interpreting Categorical and Quantitative Data (S-ID)
Summarize, represent, and interpret data on a single count or measurement variable
1. Represent data with plots on the real number line (dot plots, histograms, and box
plots)
2. Use statistics appropriate to the shape of the data distribution to compare center
(median, mean) and spread (interquartile range, standard deviation) of two or more
different data sets.
3. Interpret differences in shape, center and spread in context of the data sets,
accounting for possible effects of extreme data points (outliers)
4. Use the mean and standard deviation of a data set to fit it to a normal distribution to
estimate population percentages. Recognize that there are data sets for which such
procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate
areas under the normal curve.
Summarize, represent, and interpret data on two categorical and quantitative variables
6. Represent data on two quantitative variables on a scatter plot, and describe how the
variables are related.
a. Fit a function to the data; use functions fitted to data to solve problems in the
context of the data. Use given functions or choose a function suggested by the
context. Emphasize linear and exponential models.
b. Informally assess the fit of a function by plotting and analyzing residuals.
c. Fit a linear function for a scatter plot that suggests a linear association.
Interpret linear models
7. Interpret the slope (rate of change) and interpret (constant term) of a linear model in
the context of the data.
8. Compute (using technology) and interpret the correlation coefficient of a linear fit.
9. Distinguish between correlation and causation.
Matrices
Chapter 4
4-1 Organizing Data Into Matrices
4-2 Adding and Subtracting Matrices
4-3 Matrix Multiplication
4-4 Geometric Transformations With Matrices
4-5 2x2 Matrices, Determinants, and Inverses
4-6 3x3 Matrices, Determinants, and Inverses
4-7 Inverse Matrices and Systems
4-8 Augmented Matrices and Systems
College Readiness Standards
20-23
28-32
33-36
Translate from one representation of data to another.
Manipulate expressions and equations.
Solve problems integrating multiple algebraic and/or geometric concepts.
Matrices
Common Core State Standards
Vector and Matrix Quantities (N-VM)
Perform operations on matrices and use matrices in applications.
6. (+) Use matrices to represent and manipulate data, e.g., to represent payoffs or
incidence relationships in a network.
7. (+) Multiply matrices by scalars to produce new matrices, e.g., as when all the payoffs
in a game are doubled.
10. (+) Add, subtract, and multiply matrices of appropriate dimensions.
11. (+) Understand that, unlike multiplication of numbers, matrix multiplication for
square matrices is not a commutative operation, but still satisfies the associative and
distributive properties.
12. (+) Understand that the zero and identity matrices play a role in matrix addition and
multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a
square matrix is nozero if and only if the matrix has a multiplicative invers.
13. (+) Multiply a vector (regarded as a matrix with one column) by a matrix of suitable
dimensions to produce another vector. Work with matrices as transformations of
vectors.
14. (+) Work with 2 x 2 matrices as a transformation of the plane, and interpret the
absolute value of the determinant in terms of area.
Reasoning with Equations and Inequalities (A-REI)
Solve systems of equations
8. (+) Represent a system of linear equations as a single matrix equation in a vector
variable.
9. (+) Find the inverse of a matrix if it exists and use it to solve systems of linear
equations (using technology for matrices of dimension 3 x 3 or greater).