## Course Overview

It is in Algebra II/Advanced Algebra that students pull together and apply the accumulation of learning that they have from their previous courses, with content grouped into six critical areas, organized into units. They apply methods from probability and statistics to draw inferences and conclusions from data. Students expand their repertoire of functions to include quadratic (with complex solutions), polynomial, rational, and radical functions. And, finally, students bring together all of their experience with functions to create models and solve contextual problems. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

## FIRST SEMESTER
Unit 1: Quadratics RevisitedExpected Dates: Beginning of School Year to AugustStudents will revisit solving quadratic equations in this unit. Students learn that when quadratic equations do not have real solutions the number system must be extended so that solutions exist, analogous to the way in which extending the whole numbers to the negative numbers allows x+1 = 0 to have a solution. Students explore relationships between number systems: whole numbers, integers, rational numbers, real numbers, and complex numbers. Students will perform operations with complex numbers and solve quadratic equations with complex solutions. The guiding principle is that equations with no solutions in one number system may have solutions in a larger number system. Students will also extend the laws of exponents to rational exponents and use those properties to evaluate and simplify expressions containing rational exponents. Unit 2: Operations with PolynomialsExpected Dates: Late August to Mid-September This unit develops the structural similarities between the system of polynomials and the system of integers. Students draw on analogies between polynomial arithmetic and base-ten computation, focusing on properties of operations, particularly the distributive property. Students connect multiplication of polynomials with multiplication of multi-digit integers, and division of polynomials with long division of integers. Students will find inverse functions and verify by composition that one function is the inverse of another function. Unit 3: Polynomial FunctionsExpected Dates: Mid-September to NovemberIn this unit, students continue their study of polynomials by identifying zeros and making connections between zeros of a polynomial and solutions of a polynomial equation. Students will see how the Fundamental Theorem of Algebra can be used to determine the number of solutions of a polynomial equation and will find all the roots of those equations. Students will graph polynomial functions and interpret the key characteristics of the function. Unit 4: Rational and Radical FunctionExpected Dates: November to Mid-FebruaryRational numbers extend the arithmetic of integers by allowing division by all numbers except 0. Similarly, rational expressions extend the arithmetic of polynomials by allowing division by all polynomials except the zero polynomial. A central theme of this unit is that the arithmetic of rational expressions is governed by the same rules as the arithmetic of rational numbers. Similarly, radical expressions follow the rules governed by irrational numbers. |
## SECOND SEMESTER
Unit 5: Exponential and Logarithmic FunctionsExpected Dates: Mid-February to MarchStudents extend their work with exponential functions to include solving exponential equations with logarithms. They analyze the relationship between these two functions. Unit 6: Mathematical ModelingExpected Dates: AprilIn this unit students synthesize and generalize what they have learned about a variety of function families. They explore the effects of transformations on graphs of diverse functions, including functions arising in an application, in order to abstract the general principle that transformations on a graph always have the same effect regardless of the type of the underlying functions. They identify appropriate types of functions to model a situation, they adjust parameters to improve the model, and they compare models by analyzing appropriateness of fit and making judgments about the domain over which a model is a good fit. They determine whether it is best to model with multiple functions creating a piecewise function. Students will also explore finite the sum of finite geometric series. The description of modeling as "the process of choosing and using mathematics and statistics to analyze empirical situations, to understand them better, and to make decisions" is at the heart of this unit. The narrative discussion and diagram of the modeling cycle should be considered when knowledge of functions and statistics is applied in a modeling context. Unit 7: Inferences and Conclusions from DataExpected Dates: Late April to End of School YearIn this unit, students see how the visual displays and summary statistics they learned in earlier grades relate to different types of data and to probability distributions. They identify different ways of collecting data— including sample surveys, experiments, and simulations—and the role that randomness and careful design play in the conclusions that can be drawn. |