Prentice Hall Prentice Hall Algebra 2, Tennessee Edition 2012

Prentice Hall Prentice Hall Algebra 2, Tennessee Edition 2012 C O R R E L A T E D T O Tennessee Mathematics Standards, 2009-2010 Implementation, Algebra II

Tennessee Mathematics Standards 2009-2010 Implementation Algebra II 3103 Standard 1 Mathematical Processes CLE 3103.1.1 Use mathematical language, symbols, definitions, proofs and counterexamples correctly and precisely in mathematical reasoning. CLE 3103.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including testing cases, estimation, and then checking induced errors and the reasonableness of the solution. CLE 3103.1.3 Develop inductive and deductive reasoning to independently make and evaluate mathematical arguments and construct appropriate proofs; include various types of reasoning, logic, and intuition. CLE 3103.1.4 Move flexibly between multiple representations (contextual, physical, written, verbal, iconic/pictorial, graphical, tabular, and symbolic), to solve problems, to model mathematical ideas, and to communicate solution strategies. CLE 3103.1.5 Recognize and use mathematical ideas and processes that arise in different settings, with an emphasis on formulating a problem in mathematical terms, interpreting the solutions, mathematical ideas, and communication of solution strategies. CLE 3103.1.6 Employ reading and writing to recognize the major themes of mathematical processes, the historical development of mathematics, and the connections between mathematics and the real world. CLE 3103.1.7 Use technologies appropriately to develop understanding of abstract mathematical ideas, to facilitate problem solving, and to produce accurate and reliable models. SE/TE: 60 64, 68 70, 81 85, 92 95, 123 125, 209 211, 269, 296 300, 434 438, 488, 498 502, 507 511, 554, 867 871 SE/TE: 60 64, 68 70, 81 85, 92 95, 123 125, 209 211, 269, 296 300, 434 438, 488, 498 502, 507 511, 554, 867 871 SE/TE: 4 6, 34, 62, 81, 203, 298, 307, 325, 326 328, 462, 464, 564 568, 572 574, 578, 580 583, 623, 674, 772 773, 837, 838, 920, 929, 935, 936, 938, 943, 945 SE/TE: 194 198, 202 205, 209 211, 267 269, 280 284, 288 292, 296 300, 331 334, 348 349, 352, 498 502, 507 511, 515 520, 554 555, 843 847, 853 856, 860 863 SE/TE: 28, 45, 134 136, 143, 151, 159, 170, 210 211, 228, 234, 242, 244, 300, 333 334, 392, 471, 480, 507, 511, 520, 544, 596 597, 704 708, 718 720, 747, 823, 847, 856 SE/TE: 6, 35, 101, 108, 144, 168, 176, 198, 220, 234, 243, 252, 259, 300, 328, 364, 368, 376, 384, 417, 437, 465, 519, 529, 538, 543, 566, 582, 588, 648, 654, 677, 682, 698, 778, 787, 822, 862, 871, 876, 899, 906, 922, 930, 940 SE/TE: 94 95, 110, 135, 136, 151, 163, 178, 195, 196, 200, 202, 211, 227, 228, 236, 241, 258, 260, 282, 290, 292, 298, 299, 300, 315, 318, 321, 331, 332, 333, 334, 413, 416, 437, 444, 445, 446, 459 460, 464, 470, 472, 477, 484 485, 498, 499, 500, 504, 506, 511, 520, 524 525, 545, 550 551, 568, 590, 621, 631, 647, 648, 661, 683, 707, 713, 763, 775, 776, 777, 778, 779, 785, 788, 845, 852, 856, 863, 871, 877, 878, 879 1

Checks for Understanding (Formative/Summative Assessment): 3103.1.1 Create and analyze scatter-plots of non-linear and transcendental functions. 3103.1.2 Compare and contrast sampling techniques and identify the best technique for a given situation. 3103.1.3 Use calculators to identify regression equations for nonlinear data. 3103.1.4 Identify the weaknesses of calculators and other technologies in representing non-linear data, such as graphs approaching vertical asymptotes, and use alternative techniques to identify these issues and correctly solve problems. 3103.1.5 Determine the accuracy and reliability of a mathematical model. 3103.1.6 Use graphical representations to perform operations on complex numbers. 3103.1.7 Use the unit circle to determine the exact value of trigonometric functions for commonly used angles (0, 30, 45, 60 ). 3103.1.8 Understand and describe the inverse relationship between exponential and logarithmic functions. 3103.1.9 Translate the syntax of technology to appropriate mathematical notation for non-linear and transcendental functions. 3103.1.10 Interpret the results of mathematical modeling in various contexts to answer questions. State Performance Indicators: SPI 3103.1.1 Move flexibly between multiple representations (contextual, physical, written, verbal, iconic/pictorial, graphical, tabular, and symbolic) of non-linear and transcendental functions to solve problems, to model mathematical ideas, and to communicate solution strategies. SPI 3103.1.2 Recognize and describe errors in data collection and analysis as well as identifying representations of data as being accurate or misleading. SPI 3103.1.3 Use technology tools to identify and describe patterns in data using non-linear and transcendental functions that approximate data as well as using those functions to solve contextual problems. SPI 3103.1.4 Use mathematical language, symbols, definitions, proofs and counterexamples correctly and precisely to effectively communicate reasoning in the process of solving problems via mathematical modeling with both linear and non-linear functions. Standard 2 Number & Operations CLE 3103.2.1 Understand the hierarchy of the complex number system and relationships between the elements, properties and operations. SE/TE: 194 198, 202 205, 209 211, 267 269, 280 284, 288 292, 296 300, 331 334, 348 349, 352, 498 502, 507 511, 515 520, 554 555, 843 847, 853 856, 860 863 SE/TE: 704 708, 718 720, 747 SE/TE: 94 95, 136, 211, 331 334, 352, 445, 459 460, 477, 871 SE/TE: 60 64, 68 70, 81 85, 92 95, 123 125, 209 211, 269, 296 300, 434 438, 488, 498 502, 507 511, 554, 867 871 SE/TE: 11 14, 248 251, 265, 272 2

CLE 3103.2.2 Connect numeric, analytic, graphical and verbal representations of both real and complex numbers. CLE 3103.2.3 Use appropriate technology (including graphing calculators and computer spreadsheets) to solve problems, recognize patterns and collect and analyze data. CLE 3103.2.4 Understand the capabilities and limitations of technology when performing operations, graphing, and solving equations involving complex numbers. Checks for Understanding (Formative/Summative Assessment): SE/TE: 11 14, 26 29, 42 45, 50, 52, 135 136, 143, 151, 226 228, 233 236, 241 244, 248 252, 265, 267, 270 272, 296 300, 347, 349, 390 394, 422, 425, 469 472, 479 480, 487, 490, 542 545, 553, 556 SE/TE: 94 95, 136, 163, 178, 200, 211, 227, 228, 260, 290, 292, 300, 331, 332, 333, 334, 416, 437, 445, 459 460, 470, 472, 477, 484 485, 498, 499, 500, 504, 506, 511, 520, 524 525, 550 551, 568, 621, 683, 707, 775, 776, 777, 778, 779, 788, 856, 863, 871, 879 SE/TE: 110, 135, 151, 163, 202, 227, 236, 241, 282, 298, 299, 318, 321, 413, 444, 446, 459 460, 464, 470, 472, 484 485, 506, 511, 524 525, 545, 550 551, 590, 621, 631, 647, 648, 661, 713, 763, 775, 776, 777, 778, 779, 785, 788, 845, 852, 856, 877, 878 3103.2.1 Understand that to solve certain problems and equations, the real number system needs to be extended from real numbers to complex numbers. 3103.2.2 Define and give examples of each of the types of numbers in the complex number system. 3103.2.3 Identify and apply properties of complex numbers (including simplification and standard form). 3103.2.4 Add and subtract complex numbers. 3103.2.5 Multiply complex numbers. 3103.2.6 Define and utilize the complex conjugates to write the quotient of two complex numbers in standard form. 3103.2.7 Graph complex numbers in the complex plane and recognize differences and similarities with the graphical representations of real numbers graphed on the number line. 3103.2.8 Solve quadratic equations over the complex number system. 3103.2.9 Find and describe geometrically the absolute value of a complex number. 3103.2.10 Draw conclusions based on number concepts, algebraic properties, and/or relationships between expressions and numbers over complex numbers. 3103.2.11 Understand the capabilities and limitations of technology. Make estimations without a calculator to detect potential errors. 3103.2.12 Select and use appropriate methods to make estimations without technology when solving contextual problems. 3103.2.13 Analyze and evaluate contextual situations involving any type of number from the complex number system. State Performance Indicators: SPI 3103.2.1 Describe any number in the SE/TE: 11 12, 248 249, 272 complex number system. SPI 3103.2.2 Compute with all real and complex numbers. SE/TE: 250 251, 265, 314, 319 320 3

SPI 3103.2.3 Use the number system, from real to complex, to solve equations and contextual problems. Standard 3 Algebra CLE 3103.3.1 Understand and apply properties of rational exponents and perform basic operations to simplify algebraic expressions. CLE 3103.3.2 Understand, analyze, transform and generalize mathematical patterns, relations and functions using properties and various representations. CLE 3103.3.3 Analyze and apply various methods to solve equations, absolute values, inequalities, and systems of equations over complex numbers. CLE 3103.3.4 Graph and compare equations and inequalities in two variables. Identify and understand the relationships between the algebraic and geometric properties of the graph. CLE 3103.3.5 Use mathematical models involving equations and systems of equations to represent, interpret and analyze quantitative relationships, change in various contexts, and other real-world phenomena. SE/TE: 26 29, 42 45, 50, 52, 135 136, 143, 151, 226 228, 233 236, 241 244, 252, 267, 270 272, 296 300, 347, 349, 390 394, 422, 425, 469 472, 479 480, 487, 490, 542 545, 553, 556 SE/TE: 21, 52, 303 307, 349, 381 385, 424, 527 529, 534 538, 555 556, 971 SE/TE: 4 6, 60 63, 75 77, 99 103, 107 110, 122 126, 194 197, 202 204, 268 269, 281 284, 326 328, 339 341, 352, 398 401, 405 409, 414 417, 425 426, 442 444, 454 455, 489, 506, 507 510, 515 517, 553 554, 564 568, 867 870, 884, 888 SE/TE: 26 29, 33 37, 41 45, 52, 134 137, 142 145, 166 170, 178, 183 184, 186, 226 228, 233 236, 241 242, 252, 258 260, 267, 270 272, 296 300, 313 314, 390 394, 425, 469 472, 490, 542 545, 556, 661 SE/TE: 76 77, 83, 85, 114 115, 117, 194 197, 202 205, 267 269, 615 617, 621, 622 623, 626, 630 633, 638 641, 645 649, 653 656, 663 664, 666 SE/TE: 28, 45, 134 136, 143, 151, 159, 170, 210 211, 228, 234, 242, 244, 300, 333 334, 392, 471, 480, 507, 511, 520, 544, 596 597, 823, 847, 856 Checks for Understanding (Formative/Summative Assessment) 3103.3.1 Perform operations on algebraic expressions and justify the procedures. 3103.3.2 Determine the domain of a function represented in either symbolic or graphical form. 3103.3.3 Determine and graph the inverse of a function with and without technology. 3103.3.4 Analyze the effect of changing various parameters on functions and their graphs. 3103.3.5 Graph piece-wise and step functions. 3103.3.6 Simplify expressions and solve equations containing radicals. 3103.3.7 Solve quadratic equations by factoring, graphing, completing the square, extracting square roots and using the quadratic formula. 3103.3.8 Solve a three by three system of linear equations algebraically and by using inverse matrices and determinants with and without technology. 3103.3.9 Find an equation for a parabola when given its graph or when given its roots. 3103.3.10 Given a quadratic equation use the discriminant to determine the nature of the roots. 3103.3.11 Describe and articulate the characteristics and parameters of a parent function. 3103.3.12 Understand the relationship between real zeros of a function and the x-intercepts of its graph. 3103.3.13 Solve problems using exponential functions requiring the use of logarithms for their solutions. 4

3103.3.14 Define and use arithmetic and geometric sequences and series including using sigma and pi notation. 3103.3.15 Find the sum of an geometric series whose common ratio, r, is in the interval (-1,1). 3103.3.16 Prove basic properties of logarithms using properties of exponents and apply those properties to solve problems. 3103.3.17 Know that the logarithm and exponential functions are inverses and use this information to solve real-world problems. 3103.3.18 Solve compound inequalities involving disjunction and conjunction and linear inequalities containing absolute values. 3103.3.19 Solve linear programming problems. 3103.3.20 Understand the relationships between the equations of conic sections and their graphs. 3103.3.21 Factor polynomials using a variety of methods including the factor theorem, synthetic division, long division, sums and differences of cubes, and grouping. 3103.3.22 Determine the number and possible types of zeros for a polynomial function and find the rational roots. 3103.3.23 Understand the connection between the roots, zeros, x-intercepts, factors of polynomials, and solutions of polynomial equations. State Performance Indicators SPI 3103.3.1 Add, subtract and multiply SE/TE: 303 307, 349, 971 polynomials; divide a polynomial by a lower degree polynomial. SPI 3103.3.2 Solve quadratic equations and systems, and determine roots of a higher order polynomial. SPI 3103.3.3 Add, subtract, multiply, divide and simplify rational expressions including those with rational and negative exponents. SPI 3103.3.4 Use the formulas for the general term and summation of finite arithmetic and both finite and infinite geometric series. SPI 3103.3.5 Describe the domain and range of functions and articulate restrictions imposed either by the operations or by the contextual situations which the functions represent. SPI 3103.3.6 Combine functions (such as polynomial, rational, radical and absolute value expressions) by addition, subtraction, multiplication, division, or by composition and evaluate at specified values of their variables. SPI 3103.3.7 Identify whether a function has an inverse, whether two functions are inverses of each other, and/or explain why their graphs are reflections over the line y = x. SPI 3103.3.8 Solve systems of three linear equations in three variables. SPI 3103.3.9 Graph the solution set of two or three linear or quadratic inequalities. SE/TE: 226 228, 233 236, 241 242, 252, 258 260, 267, 270 272, 296 300, 313 314, 661 SE/TE: 527 529, 534 538, 555 556 SE/TE: 565, 567, 572 574, 580 582, 587 590, 595 598, 603 606 SE/TE: 398 400, 405, 407 408, 414 415, 425 426, 454 455, 515 517 SE/TE: 398 401, 425 SE/TE: 405 409, 426, 454 SE/TE: 166 170, 178, 183, 186 SE/TE: 150 152, 160 162, 163, 185, 261 5

SPI 3103.3.10 Identify and/or graph a variety of functions and their transformations. SPI 3103.3.11 Graph conic sections (circles, parabolas, ellipses and hyperbolas) and understand the relationship between the standard form and the key characteristics of the graph. SPI 3103.3.12 Interpret graphs that depict realworld phenomena. SPI 3103.3.13 Solve contextual problems using quadratic, rational, radical and exponential equations, finite geometric series or systems of equations. SPI 3103.3.14 Solve problems involving the binomial theorem and its connection to Pascal s Triangle, combinatorics, and probability. Standard 4 Geometry & Measurement CLE 3103.4.1 Understand the trigonometric functions and their relationship to the unit circle. CLE 3103.4.2 Know and use the basic identities of sine, cosine, and tangent as well as their reciprocals. CLE 3103.4.3 Graph all six trigonometric functions and identify their key characteristics. CLE 3103.4.4 Know and use the Law of Sines to find missing sides and angles of a triangle, including the ambiguous case. CLE 3103.4.5 Use trigonometric concepts, properties and graphs to solve problems. SE/TE: 99 103, 107 110, 122, 125 126, 194 197, 202 204, 268 269, 339 341, 352, 415 417, 426, 454 455, 489, 506, 507 510, 553 554, 867 870, 884, 888 SE/TE: 194 197, 202 205, 267 269, 615 617, 621, 622 623, 626, 630 633, 638 641, 645 649, 653 656, 663 664, 666 SE/TE: 134, 136, 151, 159, 210 211, 333 334, 507, 511, 520, 823, 847, 856 SE/TE: 134 136, 143, 228, 234, 242, 244, 392, 471, 480, 544, 596 597 SE/TE: 326 328, 351, 727 728, 747 Checks for Understanding (Formative/Summative Assessment): 3103.4.1 Convert between radians and degrees and vice versa. 3103.4.2 Determine the period and the amplitude of a periodic function. SE/TE: 828 832, 838, 843, 853, 860 861, 875 876, 884 885, 904 906 SE/TE: 896 899, 935 940, 943 946, 951 952, 954 SE/TE: 843 847, 852, 853 855, 861 862, 867 870, 878, 880 SE/TE: 921 923, 927, 930 931, 951, 953 SE/TE: 843, 847, 855 856, 863, 871, 879, 907, 913 915, 923, 929 3103.4.3 Extend the trigonometric functions to periodic functions on the real line by defining them as functions on the unit circle. 3103.4.4 Understand the relationship between the radius, the central angle, and radian measure. 3103.4.5 Determine the domain and range of the six trigonometric functions given a graph. 3103.4.6 Know and be able to use the fundamental trigonometric identities, including the Pythagorean identities, reciprocal identities, sum of sine and cosine, and odd and even identities. State Performance Indicators: SPI 3103.4.1 Exhibit knowledge of unit circle trigonometry. SPI 3103.4.2 Match graphs of basic trigonometric functions with their equations. SE/TE: 828 832, 838, 843, 853, 860 861, 875 876, 884 885, 904 906 SE/TE: 843 847, 852, 853 855, 861 862, 867 870, 878 6

SPI 3103.4.3 Describe and articulate the characteristics and parameters of parent trigonometric functions to solve contextual problems. Standard 5 Data Analysis, Statistics, & Probability CLE 3103.5.1 Describe, interpret, and apply quantitative data. CLE 3103.5.2 Evaluate and critique various ways of collecting data and using information based on data published in the media. CLE 3103.5.3 Use data and statistical thinking to draw inferences, make predictions, justify conclusions and identify and explain misleading uses of data. CLE 3103.5.4 Develop an understanding of probability concepts in order to make informed decisions. SE/TE: 843, 847, 855 856, 863, 871, 879 SE/TE: 704 708, 712 714, 724, 743, 746 SE/TE: 681 682, 718 720, 724, 747 Checks for Understanding (Formative/Summative Assessment): SE/TE: 92 95, 125, 211, 331 334, 352, 445, 459 460, 718 720, 747, 855, 871 SE/TE: 681 684, 688 690, 694 695, 696 699, 725 728, 733 736, 740 741, 743 745, 747 748 3103.5.1 Collect, represent and describe both linear and non-linear data developed from contextual situations. 3103.5.2 Organize and display data using appropriate methods (including spreadsheets and technology tools) to detect patterns and departures from patterns. 3103.5.3 Read and interpret data from a two-way table. 3103.5.4 Understand the impact of various sampling methods and use them to draw valid conclusions. 3103.5.5 Calculate measures of central tendency and spread (variance and standard deviation). 3103.5.6 Use technology to find the appropriate regression equation for both linear and non-linear data. 3103.5.7 Recognize when the correlation coefficient measures goodness of fit and does not imply causation. 3103.5.8 Know the Empirical Rule for one, two and three standard deviations for a normal distribution. 3103.5.9 Use data to detect patterns. 3103.5.10 Design simple experiments to collect data to answer questions of interest. 3103.5.11 Evaluate published data by considering the source, the design of the study and the analysis and representation (or misrepresentation) of the data. 3103.5.12 Investigate bias and the phrasing of questions during data acquisition to formulate reasonable conclusions. 3103.5.13 Apply both theoretical and experimental probability to analyze the likelihood of an event. State Performance Indicators: SPI 3103.5.1 Compute, compare and explain summary statistics for distributions of data including measures of center and spread. SPI 3103.5.2 Compare data sets using graphs and summary statistics. SE/TE: 704 707, 712 714, 724, 743, 746 SE/TE: 706 707, 716 717, 724 7

SPI 3103.5.3 Analyze patterns in a scatter-plot and describe relationships in both linear and non-linear data. SPI 3103.5.4 Apply the characteristics of the normal distribution. SPI 3103.5.5 Determine differences between randomized experiments and observational studies. SPI 3103.5.6 Find the regression curve that best fits both linear and non-linear data (using technology such as a graphing calculator) and use it to make predictions. SPI 3103.5.7 Determine/recognize when the correlation coefficient measures goodness of fit. SPI 3103.5.8 Apply probability concepts such as conditional probability and independent events to calculate simple probability. SE/TE: 92 95, 122, 125, 211, 269, 331 334, 352, 445, 459 460, 855, 871 SE/TE: 733 736, 740 741, 748 SE/TE: 681 682, 719 720 SE/TE: 94 95, 125, 211, 269, 331 334, 352, 445, 459 460 SE/TE: 94 95, 333 334, 352 SE/TE: 683 684, 688 690, 696 699, 744 745 8

Pearson Prentice Hall Algebra 2 for Tennessee Narrative Brief I. Orientation and Clarification Prentice Hall Algebra 2 for Tennessee is part of an integrated digital and print environment for the study of high school mathematics. It has been aligned to the Tennessee Mathematics Curriculum Framework Algebra 2 State Performance Indicators. This textbook is intended for use in Algebra 2. 2. Program Description Prentice Hall Algebra 2 for Tennessee teaches for understanding by incorporating an interwoven strand of thinking and reasoning into problem solving. This connects the math that the students learn, from the first lesson to the last. This focus on thinking, reasoning and problem solving prepares students for success in school, careers and life by creating a strong mathematical foundation. Math proficiency is developed through fluency, reasoning and application. This process is found throughout the text. Prentice Hall Algebra 2 for Tennessee begins by incorporating the Understanding by Design framework where students will develop answers to the Essential Questions posed and make connections to the Big Ideas. Visual Learning is incorporated throughout the series to aid students in clarifying important concepts, encouraging them to make connections with real-life situations and engaging them with visual representations of the mathematics. Problem solving strategies are embedded throughout each lesson. The worked-out problems model effective thinking and reasoning strategies to help foster students mathematical reasoning. The Think and Plan call-outs are a form of visual instruction that model the problem solving process, reveal Step Zero and provide additional support as they model the thinking behind each step. The Know-Need- Plan is another visual clue of the problem solving thought process which helps students to decode problems. These problem solving methods are modeled not only in the text, but online at PowerAlgebra.com with additional stepped out support and audio. Differentiating instruction helps all students develop conceptual understanding, foster mathematical reasoning and refine problem solving strategies. Response to Intervention (RtI) is embedded into the Prentice Hall Program. RtI Tier 1 options are available to differentiate instruction at the start of each chapter (Getting Ready) and throughout the lessons (Got it? and Lesson Check). Data-Driven Differentiation is provided in the Lesson Resources following each lesson in the Teacher s Edition. This is RtI Tier 2 intervention. The Lesson Resources provide a detailed blueprint for instruction assessment and remediation that includes prescriptions for all levels

of students from intervention to extension. RtI Tier 3 is available at the chapter level as part of the Mid-Chapter Quiz and Chapter Test. Remediation for these assessments is delivered through the MathXL for School component in the online digital path. 3. Research Prentice Hall Algebra 2 for Tennessee was written to cover all of the Geometry State Performance Indicators in the Tennessee Mathematics Curriculum Framework. The program incorporates a variety of research-based methodology including: Understanding by Design, Teaching through Problem Solving, Visual Instruction and Differentiating Instruction. Initial efficacy studies, prepared by PRES Associates, showed significant learning gains for Algebra 1 students. Students also self-reported that the Pearson Prentice Hall Algebra 1 program helped them learn math, prepared them for future math courses and postsecondary education, and helped them mentally organize important algebraic concepts. 4. Assessment Assessment can be found throughout the Prentice Hall Algebra 2 for Tennessee program. Formative assessments include diagnostic tests and Getting Ready chapter assessments. During the lesson formative assessment takes the form of the Dynamic Activity online manipulative, Got It?, and Lesson Check. After the lesson the Lesson Quiz indicates the needed remediation or enrichment for each student. This lesson quiz is also found online. Summative Assessments include fully editable Chapter Quizzes and Tests available in print, DVD and online and additional assessments may be created using the ExamView Assessment Suite and Prentice Hall Math Art Gallery. Teachers may utilize Progress Monitoring Assessments in print or online to assess benchmarks, quarter, semester and final exams. If taken online, through the SuccessTracker Assessment system, instant grading takes place and remediation or enrichment is instantly assigned and reported. Teachers may also build their own assessments online within the SuccessTracker Assessment system.