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Meigs County |
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Meigs County Curriculum |
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High School Mathematics - Algebra II |
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Formulas: Distance
The learner will be able to
understand how to substitute values for, solve equations using, and where, when, and why to apply the distance formula.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Formulas |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 197 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 376 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Real Numbers and the Coordinate Plane [Software]. |
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Formulas: Midpoint
The learner will be able to
understand how to substitute values for, solve equations using, and where, when, and why to apply the midpoint formula.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Formulas |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 196 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
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Formulas: Slope
The learner will be able to
understand how to substitute values for, find slope values using, and where, when, and why to apply the slope formula.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Formulas |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 195 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 71 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Real Numbers and the Coordinate Plane [Software]. |
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Formulas: Slope-Intercept Equation
The learner will be able to
understand how to substitute values for, what the standard form is, and where, when, and how to use the slope-intercept form for the equation of a line.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Formulas |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 194 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 79 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Real Numbers and the Coordinate Plane [Software]. |
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Radicals: Square/Cube Roots
The learner will be able to
know the definition of square and cube roots, and how to determine and/or estimate them.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Radicals |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 106 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 369-386 [Textbook]. |
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| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Numeration [Software]. |
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Solving
The learner will be able to
model and solve simple linear equations using concrete, informal and formal strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Linear Equations |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 138 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, Chapter 2 [Textbook]. |
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| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Real Numbers and the Coordinate Plane [Software]. |
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Absolute Value: Definition
The learner will be able to
understand the definition of absolute value of a number as the distance that number is from the origin.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Absolute Value |
Comprehension |
Master |
0.2 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 102 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 44 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Numeration [Software]. |
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Effect of Operations
The learner will be able to
determine and discuss what effect operations have on numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Operations |
Analysis |
Master |
0.8 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 103 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 10 [Textbook]. |
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Exponential Numbers: Divide Same Base
The learner will be able to
divide exponential numbers that have the same base and integer exponents.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponents |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 104 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 346 [Textbook]. |
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Exponents: Distributing Exponents
The learner will be able to
correctly distribute an exterior exponent through an expression contained in parenthesis.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponents |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 105 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 346 [Textbook]. |
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Exponents: Fractional Exponents
The learner will be able to
correctly manipulate fractional exponents, understanding their relationship to radicals raised to integral exponents.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponents |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 105 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 360 [Textbook]. |
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Exponents: Multiplying
The learner will be able to
multiply two whole numbers with different exponents.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponents |
Comprehension |
Master |
3.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 104 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 347 [Textbook]. |
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Exponents: Negative Exponents
The learner will be able to
correctly manipulate numbers with negative exponents, understanding their reciprocal nature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponents |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 105 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 347 [Textbook]. |
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Exponents: Rules
The learner will be able to
use the rules of exponents that allow for the raising of a power to a power.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponents |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 105 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 346 [Textbook]. |
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Exponents: Understand Representation
The learner will be able to
demonstrate an understanding of the value of a number represented in exponential form.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponents |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 104 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 347 [Textbook]. |
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Expressions: Substitution
The learner will be able to
evaluate an algebraic expression by substituting a given value for a variable.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expressions |
Comprehension |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 141 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 130 [Textbook]. |
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| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Expressions/Equations [Software]. |
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Factoring: Difference of Squares
The learner will be able to
factor the difference between two squares.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factoring |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 150 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 473 [Textbook]. |
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| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Expressions/Equations [Software]. |
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Factoring: Expressions
The learner will be able to
factor a given algebraic expression.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factoring |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 145 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 473-479 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Expressions/Equations [Software]. |
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Factoring: Polynomials
The learner will be able to
factor trinomials, perfect square trinomials, or the difference between two squares.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factoring |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 151 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 473-479 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Expressions/Equations [Software]. |
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Factoring: Quadratic
The learner will be able to
factor a quadratic trinomial.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factoring |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 148 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 477-479 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Expressions/Equations [Software]. |
|
|
Inequalities
The learner will be able to
solve for the value of a variable given in an inequality and as shown on a graph by manipulating the inequality correctly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inequalities |
Application |
Master |
3.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 153 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 95, 97 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Expressions/Equations [Software]. |
|
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Inequalities: Solution Set/Graphing
The learner will be able to
graph the solution set of a given one variable inequality.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inequalities |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 188 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 95, 97 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Expressions/Equations [Software]. |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Real Numbers and the Coordinate Plane [Software]. |
|
|
Odd/Even: Operation Rules
The learner will be able to
identify operation rules regarding the sum and product of odd and/or even numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Operations |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 102 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 10 [Textbook]. |
|
|
Order of Operations
The learner will be able to
determine the correct order of operations when addition, subtraction, multiplication, division, and parentheses are included.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Order of Operations |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 114 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 10 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Number Sentences [Software]. |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Whole Numbers [Software]. |
|
|
Order of Operations: Exponents
The learner will be able to
determine the correct order of operations for an exponential equation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Order of Operations |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 114 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 10 [Textbook]. |
|
|
Properties
The learner will be able to
apply the following properties: commutative, associative, distributive, identity, and reciprocal.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties |
Comprehension |
Master |
3.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 115 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Number Theory [Software]. |
|
|
Properties: Real Numbers
The learner will be able to
identify and use properties of real numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties |
Comprehension |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 100 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 4 [Textbook]. |
|
|
Systems of Equations
The learner will be able to
calculate solutions to systems of linear equations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Linear Systems of Inequalities |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 151 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 130-164, 216 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Expressions/Equations [Software]. |
|
|
Variable
The learner will be able to
understand the basic concept of a variable as representing an unknown quantity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Variable |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 102 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 9-12 [Textbook]. |
|
|
Linear Equations: Solve
The learner will be able to
obtain solutions to linear systems employing a variety of methods including matrices.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Linear Systems of Inequalities |
Application |
Master |
1.5 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 64-92, 204-221 [Textbook]. |
|
|
Absolute Value: Connect
The learner will be able to
connect concrete, graphical, oral, and symbolic illustrations of absolute value.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Absolute Value |
Comprehension |
Master |
1.5 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 44, 47, 49, 58, 101-107, 581 [Textbook]. |
|
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Expressions: Operations/Justification
The learner will be able to
perform operations on expressions and give justification of the procedures selected.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expressions |
Analysis |
Master |
2.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 10 [Textbook]. |
|
|
Inverse: Explain/Illustrate
The learner will be able to
informally explain and illustrate the concept of inverse.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inverse Operations |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 4 [Textbook]. |
|
|
Inverse Operations: Describing
The learner will be able to
describe the inverse operations of addition/subtraction and multiplication/division.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inverse Operations |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Number Sentences [Software]. |
|
|
Inverse Operations: Use
The learner will be able to
use the concept of inverse.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inverse Operations |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 4 [Textbook]. |
|
|
Inverse Operations: Model
The learner will be able to
model inverse operations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inverse Operations |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 4 [Textbook]. |
|
|
Inverse Operations: Use
The learner will be able to
use inverse operations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inverse Operations |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 4 [Textbook]. |
|
|
Algebraic Concepts: Interpret
The learner will be able to
interpret the outcomes of algebraic procedures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Algebraic Concepts |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Variable: Describe
The learner will be able to
describe the definition of a variable in an expression, equation, and inequality.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Variable |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 9-12 [Textbook]. |
|
|
Variable: Expression/Equation
The learner will be able to
use the concept of variable to simplify expressions and obtain solutions to equations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Variable |
Application |
Master |
2.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 18-21 [Textbook]. |
|
|
Variables: Solve Inequalities
The learner will be able to
apply the idea of a variable in obtaining solutions to inequalities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Variable |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 37-41 [Textbook]. |
|
|
|
Calculus and Pre-Calculus
|
Conic Sections: Ellipse
The learner will be able to
use a given equation of an ellipse in standard form to find the center, foci, and vertices, and then graph the ellipse.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Conic Sections |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 198 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 583-587 [Textbook]. |
|
|
Conic Sections: Parabola
The learner will be able to
use a given equation of a parabola to find the vector, focus, and direction and then graph the parabola.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Conic Sections |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 198 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
**** TIME AS NEEDED, p. 236-271, 570-575 [Textbook]. |
|
|
Matrices: Real-World Problem
The learner will be able to
apply matrices in real-world problem solving.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matrices |
Application |
Master |
1.5 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 179, 195, 203, 208, 214, 221 [Textbook]. |
|
|
Graphs: Draw/Interpret
The learner will be able to
draw and/or interpret graphs which model real-world phenomena.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
|
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 328, 330-332, 504 [Textbook]. p. 11, 51, 54, 218, 221, 327, 640 |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Data Interpretation [Software]. |
|
|
Data Collection: Technology
The learner will be able to
gather data using appropriate technology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Collection and Classification |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 328, 330-332, 504 [Textbook]. |
|
|
Addition/Subtraction
The learner will be able to
become proficient in the addition and subtraction of decimal numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Add/Subtract Decimals |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 123 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Mathematics Level C, Skills Bank Corp., Using Decimals 1: Addition of Decimals [Software]. |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Add/Subtract Decimals [Software]. |
|
|
Decimals: Converting
The learner will be able to
convert decimals to fractions and fractions to decimals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Decimals |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 123 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Divide 2 Decimal Numbers
The learner will be able to
divide 2 decimal numbers out to a remainder of zero.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Divide Decimals |
Knowledge |
Master |
4.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 124 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Mathematics Level C, Skills Bank Corp., Using Decimals 4: Division of Decimals [Software]. |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Multiply/Divide Decimals [Software]. |
|
|
Multiply 2 Decimal Numbers
The learner will be able to
multiply 2 decimal numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Multiply Decimals |
Comprehension |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 123 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Mathematics Level C, Skills Bank Corp., Using Decimals 3: Multiplication of Decimals [Software]. |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Multiply/Divide Decimals [Software]. |
|
|
Addition/Subtraction Fractions
The learner will be able to
add or subtract fractions and mixed fractions, including finding a lowest common denominator and reducing the answer to its lowest terms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Add/Subtract Fractions |
Knowledge |
Master |
3.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 119 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Mathematics Level B, Skills Bank Corp., Using Fractions and Percents 2: Addition of Fracti [Software]. |
| · |
CornerStone Mathematics Level C, Skills Bank Corp., Using Fractions and Percents 3: Subtraction of Fra [Software]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Add/Subtract Fractions [Software]. |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Fractions [Software]. |
|
|
Compare Fractions
The learner will be able to
compare fractions with the same or different denominators.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare Fractions |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 116 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Understanding Fractions [Software]. |
|
|
Divide 2 Fractions
The learner will be able to
divide two fractions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Divide Fractions |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 120 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Mathematics Level B, Skills Bank Corp., Using Fractions and Percents 5: Division of Fracti [Software]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Multiply/Divide Fractions [Software]. |
|
|
Fractions: Equal Forms Mixed/Improper
The learner will be able to
convert improper fractions to mixed fractions and vice-versa.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fractions |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 120 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Add/Subtract Fractions [Software]. |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Fractions [Software]. |
|
|
Fractions: Lowest Terms
The learner will be able to
reduce a given fraction to its lowest terms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fractions |
Knowledge |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 116 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Understanding Fractions [Software]. |
|
|
Multiplying Fractions: Lowest Terms
The learner will be able to
multiply fractions and/or reduce the answers to lowest terms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Multiply Fractions |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 119 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Mathematics Level B, Skills Bank Corp., Using Fractions and Percents 4: Multiplication of [Software]. |
| · |
CornerStone Mathematics Level C, Skills Bank Corp., Using Fractions and Percents 4: Multiplication of [Software]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Multiply/Divide Fractions [Software]. |
|
|
Functions: Understand Behavior
The learner will be able to
illustrate understanding of the behavior of quadratic, exponential, periodic, and logarithmic functions and their graphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Functions |
|
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 420-425, 357-358, 398-404 [Textbook]. p. 432, 433, 434-439, 405-411, 423-431, 418, 427-433, 440, 447, 284-320 |
|
|
Functions: Explain
The learner will be able to
explain the domain and range of functions and describe restrictions imposed by either the operations or by the real-world scenario which the functions illustrate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Functions |
|
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 284, 287-290 [Textbook]. |
|
|
Functions: Describe
The learner will be able to
describe the results of changing parameters of a parent function.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Functions |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 284, 286, 290, 301 [Textbook]. |
|
|
Functions: Identify
The learner will be able to
recognize functions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Functions |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 284, 286-311 [Textbook]. |
|
|
Graphing: Analyze/Explain Behavior
The learner will be able to
study graphs to explain the behavior of functions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing Functions |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 284-285, 288, 298-299 [Textbook]. p. 301-303, 306-310, 312-319, 334, 381-386, 388-389, 392 |
|
|
Representations: Functions
The learner will be able to
represent many different functions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Representations of Functions |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 307, 404, 292-296 [Textbook]. p. 306-311, 463-500, 382, 352-358, 298-404 |
|
|
Problem Solving: Linear Programming
The learner will be able to
solve real-world problems using linear programming.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 151-156 [Textbook]. |
|
|
Functions: Recognize
The learner will be able to
recognize the attributes of families of functions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Functions |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 307 [Textbook]. |
|
|
Functions: Explain
The learner will be able to
explain the attributes of families of functions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Functions |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 307 [Textbook]. |
|
|
Geometric Concepts: Problems
The learner will be able to
use geometric properties, formulas, and relationships to obtain solutions to real-world problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geometric Relationships |
|
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 31 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Inductive Reasoning: Conjecture
The learner will be able to
apply techniques of inductive reasoning to formulate a conjecture.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reasoning |
|
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 31 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Deductive Reasoning: Justify
The learner will be able to
use deductive reasoning to justify conclusions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reasoning |
Synthesis |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 31 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Spatial Thinking: Describe Position
The learner will be able to
describe position using spatial sense with two-dimensional coordinate systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spatial Thinking |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 31 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 64-65 [Textbook]. |
|
|
Spatial Thinking: Describe Position
The learner will be able to
describe position using spatial sense with three-dimensional coordinate systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spatial Thinking |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 31 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 157-161 [Textbook]. |
|
|
Circle Concepts: Terms
The learner will be able to
identify, understand, and apply the following circle terms in both mathematical and geometric contexts: center, diameter, radius, and semicircle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Circles |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 178 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 35 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Circle Concepts: Terms
The learner will be able to
identify, understand, and apply the following circle terms in both mathematical and geometric contexts: chord, sectors, secant, and tangent.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Circles |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 178 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Circle: Determine Properties
The learner will be able to
determine properties of circles and their related parts such as arcs, chords, secants, tangents, and other angles, by inductively and deductively formulating and applying logical arguments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Circles |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 178 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Circle: Radius/Diameter
The learner will be able to
recognize the radius and diameter of a circle and measure them.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Circles |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 178 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Shapes: Parallelograms/Apply
The learner will be able to
apply both the definition and properties of parallelograms to solve problems and write proofs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Two-Dimensional Shapes |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 177 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Shapes: Quadrilaterals/Problem Solving
The learner will be able to
classify quadrilaterals and solve problems by applying properties of quadrilateral shapes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Quadrilaterals |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 176 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Angles: Supplementary
The learner will be able to
identify and define angles which are supplementary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Angles |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 163 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 378-389 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Angles: Vertical
The learner will be able to
identify and define vertical angles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Angles |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 163 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Circle: Arc Length
The learner will be able to
calculate arc length.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Circles |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 178 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Circle: Equation
The learner will be able to
identify the correct definition and equation of a circle of a specific radius.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Circles |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 198 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 576-581, 597-598, 601-605 [Textbook]. |
|
|
Line Segments
The learner will be able to
identify a line segment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lines |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 162 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Lines: Parallel/Identify
The learner will be able to
identify parallel lines.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lines: Parallel/Perpendicular |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 164 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 71-72 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Lines: Perpendicular/Identify
The learner will be able to
identify perpendicular lines.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lines: Parallel/Perpendicular |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 164 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 71-72 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Pythagorean Theorem
The learner will be able to
use the Pythagorean Theorem to determine an unknown side length of a right triangle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pythagorean Theorem |
Application |
Master |
3.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 197 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 232-233, 247-249 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Pythagorean Theorem: Identify
The learner will be able to
identify the Pythagorean Theorem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pythagorean Theorem |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 167 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 232-233 [Textbook]. |
|
|
Pythagorean Theorem: Triples
The learner will be able to
identify Pythagorean triples, such as 3-4-5 and 5-12-13, in right triangles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pythagorean Theorem |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 167 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Shapes: Rectangle/Properties
The learner will be able to
identify the properties of a rectangle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Two-Dimensional Shapes |
Knowledge |
Master |
0.3 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 176 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, Handout [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Shapes: Square/Properties
The learner will be able to
identify the properties of a square.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Two-Dimensional Shapes |
Knowledge |
Master |
0.3 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 177 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, Handout [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Similarity: Triangle Side Lengths
The learner will be able to
describe how the side lengths of similar triangles are related.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Similarity |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 172 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Triangles: Equilateral
The learner will be able to
identify properties of a triangle which make it equilateral.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Triangles |
Comprehension |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 166 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Triangles: Isosceles
The learner will be able to
identify an isosceles triangle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Triangles |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 166 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Triangles: Properties
The learner will be able to
analyze the properties of triangles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Triangles |
Analysis |
Master |
3.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 166 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 709-712 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Triangles: Relationships
The learner will be able to
solve real-world problems by applying the relationships found within 30-60-90 and 45-45-90 triangles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Triangles |
Application |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 169, p. 170 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 709-712 [Textbook]. |
|
|
Triangles: Right
The learner will be able to
identify right triangles and their properties.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Right Triangles |
Knowledge |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 167 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Geometry [Software]. |
|
|
Triangles: Similarity
The learner will be able to
use indirect measurement with similar triangles to make judgments about similar figures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Triangles |
Application |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 172 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Integers: Define Set
The learner will be able to
identify what constitutes the set of integers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Integers |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 101 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 2 [Textbook]. |
|
|
Problem Solving: Algebraic
The learner will be able to
use measurement ideas and relationships in algebraic problem-solving scenarios.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
|
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 231-232 [Textbook]. |
|
|
Area of a Circle: Calculate/Formula
The learner will be able to
use the appropriate formula to calculate the area of a circle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Area of a Circle |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 178 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 34 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Measurement [Software]. |
|
|
Area of a Trapezoid: Calculate/Formula
The learner will be able to
use the appropriate formula to calculate the area of a trapezoid.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Area |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 177 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 34-35 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Measurement [Software]. |
|
|
Area of a Triangle
The learner will be able to
calculate the area of a triangle using the correct formula.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Area of a Triangle |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 172 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 34 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Measurement [Software]. |
|
|
Circumference: Formula
The learner will be able to
calculate the circumference of a circle using the correct formula.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Circumference |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 178 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 35 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Measurement [Software]. |
|
|
Problem Solving: Geometric
The learner will be able to
use measurement ideas and relationships in geometric problem-solving situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
|
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 33-35 [Textbook]. |
|
|
Measurement Concepts:Rate of Change
The learner will be able to
use the concept of rate of change.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measurement Concepts |
Application |
Master |
1.5 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 73-76 [Textbook]. |
|
|
Odd/Even: Identify/Describe
The learner will be able to
identify and describe ways to determine odd or even numbers and construct models for these numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Odd/Even |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 101 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Place Value: Digits
The learner will be able to
recognize all the digits in the base-ten number system, and understand the concept of place value for these digits in any number.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Place Value |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 102 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Mathematics Level B, Skills Bank Corp., Understanding Numbers 1: Place Value [Software]. |
|
|
Divisibility: Rules
The learner will be able to
apply the rules of divisibility.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Divisibility |
Application |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 103 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Number Theory [Software]. |
|
|
Exponential Notation: Zero Exponent
The learner will be able to
identify the value of any number written to the power of zero.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponential Notation |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 105 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 346, 349 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Numeration [Software]. |
|
|
Factors
The learner will be able to
demonstrate an understanding of factors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factors |
Comprehension |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 104 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 482 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Number Theory [Software]. |
|
|
Multiples
The learner will be able to
demonstrate an understanding of multiples.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Multiples |
Comprehension |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 104 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Number Theory [Software]. |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Numeration [Software]. |
|
|
Primes/Composites: Identify
The learner will be able to
identify prime and composite numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prime/Composite Numbers |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 102 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Number Theory [Software]. |
|
|
Ratio: Application
The learner will be able to
apply an understanding of ratios and ratio comparisons to solve problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Accuracy |
Application |
Master |
3.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 125 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 88-91 [Textbook]. |
|
|
Scientific Notation
The learner will be able to
identify and calculate numbers expressed in scientific notation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Scientific Notation |
Knowledge |
Master |
1.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 124 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Mathematics Level C, Skills Bank Corp., Understanding Numbers 1: Place Value & Scientific [Software]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Numeration [Software]. |
|
|
Number Systems: Complex
The learner will be able to
illustrate comprehension of the subsets, elements, properties, and/or operations of the complex number system.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Systems |
|
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 259-263 [Textbook]. |
|
|
Number Forms: Notation
The learner will be able to
apply mathematical notations appropriately.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Forms |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 286 [Textbook]. |
|
|
Comparison: Symbols/Understand
The learner will be able to
understand the meaning of the equal to (=), greater than (>), and less than (<) symbols.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comparison |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 104 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 3 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Numeration [Software]. |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Whole Numbers [Software]. |
|
|
Patterns: Study/Algebra/Geometry
The learner will be able to
study mathematical patterns associated with algebra and geometry in real-world problem solving situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns: Problem Solving |
|
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Pattern: Functional Notation
The learner will be able to
apply algebraic thought processes to generalize a pattern by expressing the pattern in function notation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns: Generalize |
Analysis |
Master |
1.5 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Estimation Strategies: Predicting
The learner will be able to
apply estimation strategies to forecast computational results.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Estimation Strategies |
Application |
Master |
2.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 782-786 [Textbook]. |
|
|
Data: Gather/Illustrate/Explain
The learner will be able to
gather, illustrate and explain linear and nonlinear data sets formulated from the real world.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data |
|
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Data: Study/Use/Misuse
The learner will be able to
study the validity of statistical conclusions and the use and misuse of data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data |
|
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 31 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Probability Distribution: Explain/Use
The learner will be able to
explain and use the normal distribution and its properties.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Probability Distribution |
|
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 50-55 [Textbook]. |
|
|
Graphing: Select/Create/Study
The learner will be able to
select, create, and study suitable graphical illustrations for a set of data including pie charts, histograms, stem and leaf plots, scatterplots and/or box and whisker plots.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
|
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 31 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Probability: Law of Large Numbers
The learner will be able to
use the Law of Large Numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Probability |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Predictions: Curve Fitting/Technology
The learner will be able to
make predictions from data using curve fitting applying appropriate technology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predictions |
Analysis |
Master |
1.5 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 107-112 [Textbook]. |
|
|
Central Tendency: Inferences
The learner will be able to
create inferences about a set of information using suitable measure of central tendency and dispersion (including variance and standard deviation).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measures of Central Tendency |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 113, 327-332 [Textbook]. |
|
|
Theoretical/Experimental: Analyze
The learner will be able to
analyze the likelihood of an event using theoretical and experimental probability.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Theoretical Probability |
Analysis |
Master |
1.5 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 802-803 [Textbook]. |
|
|
Sampling: Apply Randomness
The learner will be able to
apply the idea of randomness in sampling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sampling |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 787 [Textbook]. |
|
|
Mutually/Non-Mutually Exclusive
The learner will be able to
identify events as mutually exclusive and non-mutually exclusive.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Independent/Dependent/Mutually Exclusive |
Knowledge |
Master |
1.5 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 805-827 [Textbook]. |
|
|
Dependent/Independent: Study
The learner will be able to
study the probability of dependent and of independent events.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Independent/Dependent/Mutually Exclusive |
Analysis |
Master |
1.5 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 811-827 [Textbook]. |
|
|
Counting: Permutations/Combinations
The learner will be able to
use appropriate technology to apply counting principles of permutations and combinations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Counting Methods |
Application |
Master |
1.5 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 790-827 [Textbook]. |
|
|
Data Analysis: Technology
The learner will be able to
analyze data using appropriate technology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Analysis |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Simulation: Approximate Probability
The learner will be able to
use simulations to approximate probability.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Event Simulation |
Application |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Average: Weighted Average
The learner will be able to
solve problems that involve the calculation of a weighted average.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Average/Median/Mode/Range |
Comprehension |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 130 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Averaging Numbers: Story Problem
The learner will be able to
determine within the context of a real world problem the average of a set of given numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Average/Median/Mode/Range |
Application |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 129 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Probability/Statistics [Software]. |
|
|
Investigations: Individual/Groups
The learner will be able to
explore problems individually or in cooperative groups.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Investigations |
|
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Solution: Reasonableness
The learner will be able to
evaluate the reasonableness of a given solution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solution |
Evaluation |
Master |
1.5 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29, p. 29 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Strategies: Working Backwards
The learner will be able to
demonstrate an understanding that a problem can be solved by beginning with the final conditions and working backwards to determine the initial conditions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Strategies |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 139 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Problem Solving [Software]. |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Expressions/Equations [Software]. |
|
|
Problem Solving: Building Expressions
The learner will be able to
obtain problem solutions that are actually algebraic expressions constructed from information in the problem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Analysis |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 141 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Problem Solving: Percents
The learner will be able to
apply percent concepts in problem solving situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 127 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 135-136 [Textbook]. |
|
|
|
Rational and Irrational Numbers
|
Irrational/Rational Numbers: Identify
The learner will be able to
identify rational and irrational numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Irrational Numbers |
Knowledge |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 100 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
| · |
Algebra II: An Integrated Approach, Heath, p. 2, 4 [Textbook]. |
|
|
|
Real Numbers and the Coordinate Plane
|
Real Numbers: Choose/Use
The learner will be able to
choose and use an appropriate strategy for computing with real numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
|
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Real Numbers: Connect
The learner will be able to
connect concrete, graphical, verbal, and symbolic illustrations of real numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Real Numbers |
Analysis |
Master |
1.0 |
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Coordinate Geometry: Explain Notation
The learner will be able to
explain the relationship between coordinate points, written in (4, 5) form, and where coordinate points lie on the coordinate plane.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Coordinate Geometry |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 190 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Real Numbers
The learner will be able to
develop an intuitive sense of all real numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Real Numbers |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 100 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Real Numbers: Positive/Negative
The learner will be able to
understand the properties of positive and negative numbers, know their relative positions on a number line, and correctly perform all four operations involving positive and negative numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Real Numbers |
|
Master |
|
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 101 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Graphing: Lines/Slope/Y-Intercept
The learner will be able to
draw the graph of a line on a coordinate plane using only its slope and y-intercept.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphing |
Comprehension |
Master |
0.5 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 194 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Problem Solving: Technology
The learner will be able to
appropriately use technology to solve problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
|
Master |
|
TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Trig. Identities: Deriving Pythagorean
The learner will be able to
derive the Pythagorean trigonometric identities (sine squared of an angle + cosine squared of that angle = 1, etc.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Trigonometric Identities |
Synthesis |
Master |
1.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 205 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Materials, Handout [Teaching Strategies]. |
|
|
Trig. Ratios: Define
The learner will be able to
define the trigonometric terms sine, cosine, tangent, secant, cosecant, and cotangent.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Trigonometric Ratios |
Knowledge |
Master |
2.0 |
American College Test (ACT), Study Guide, 1995-1996, ACT, p. 204, p. 205 week tested: 32. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Algebra II: An Integrated Approach, Heath, p. 678-742 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Trigonometry [Software]. |
|
|
|
