# Math - by sofiaie

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```									MCPS-High School-2008                                                                                             MA, CCA Version 4.1

McCracken County Public Schools

Mathematics Curriculum Standards
With Performance Indicators
Kentucky Version 4.1

Program Expectations

   Use mathematical ideas and procedures to communicate, reason, and solve problems. (Academic Expectations 1.5-1.9)
   Use computers and other kinds of technology to collect, organize, and communicate information and ideas. (Academic Expectation
1.16)
   Understand number concepts and use numbers appropriately and accurately. (Academic Expectation 2.7)
   Understand various mathematical procedures and use them appropriately and accurately. (Academic Expectation 2.8)
   Understand space and dimensionality concepts and use them appropriately and accurately. (Academic Expectation 2.9)
   Understand measurement concepts and use measurements appropriately and accurately. (Academic Expectation 2.10)
   Understand mathematical change concepts and use them appropriately and accurately. (Academic Expectation 2.11)
   Understand mathematical structure concepts including the properties and logic of various mathematical systems. (Academic
Expectation 2.12)
   Understand and appropriately use statistics and probability. (Academic Expectation 2.13)

Key:
Performance indicators represent what students should be able to do at the completion of each grade level.
Depth of Knowledge (DOK) indicates the “ceiling” level for state assessment .

Bold-State Assessment Content                                                       Grade level expectations identified by numbers (i.e., 1, 2, 3, etc.)
Italics-State Supporting Content                                                       Performance indicators identified by letters (i.e., A, B, C, etc.)
Plain-Local Supporting Content
Page 1 of 7
MCPS-High School-2008                                                                                                          MA, CCA Version 4.1

Math – Algebra II - High School
Number Properties and Operations
High school students should enter high school with a strong background in rational numbers and numerical operations and expand this to real numbers. This
becomes the foundation for algebra and working with algebraic symbols. They understand large and small numbers and their representations, powers and roots.
They compare and contrast properties of numbers and number systems and develop strategies to estimate the results of operations on real numbers. use, and
understand the limitations of, graphing calculators and computer spreadsheets appropriately as learning tools.
Number                          Performance Indicators                              Terms                Activities                                 Period
1 2 3 4
Number Operations
MA-HS-1.3.2 1. Describe and extend arithmetic and geometric                  infinite, finite,       McDougal Litell       Kentucky CCT Coach              X
sequences.                                                   summation notation,     Algebra 2 Textbook    book
DOK 3                                                        sigma notation,
common                  Graphing Calculator   Lesson 4
difference/ratio        Activity – Working    page 31-39
with Sequences
Page 658
MA-HS-1.3.2 2. Determine a specific term of a sequence given an                                                                                            X
explicit formula. DOK 3
MA-HS-1.3.2 3. Determine an explicit rule for the nth term of an                                                                                           X
arithmetic sequence. DOK 3
MA-HS-1.3.2 4. Apply sequences to solve real-world problems.                                                                                               X
DOK 3

MA-HS-1.3.3    5. Write an explicit rule for the nth term of a geometric   recursive             McDougal Litell                                             X
sequence.                                                                         Algebra 2 Textbook;
Software –
Evaluating Recursive
Rules Page 688
MA-HS-1.3.4    F. Recognize and solve problems that can be modeled                                                                                           X
using a finite geometric series, such as home mortgage
problems and other compound interest problems.
POS        G. Add, subtract and multiply complex numbers.              standard form,                                                                X
imaginary number,
complex conjugates

Bold-State Assessment Content                                                                    Grade level expectations identified by numbers (i.e., 1, 2, 3, etc.)
Italics-State Supporting Content                                                                    Performance indicators identified by letters (i.e., A, B, C, etc.)
Plain-Local Supporting Content
Page 2 of 7
MCPS-High School-2008                                                                                                                   MA, CCA Version 4.1

Data Analysis and Probability
High school students extend data representations, interpretations and conclusions. They describe data distributions in multiple ways and connect data gathering
issues with data interpretation issues. They relate curve of best fit with two-variable data and determine line of best fit for a given set of data. They distinguish
between combinations and permutations and compare and contrast theoretical and experimental probability.
Number                           Performance Indicators                               Terms                  Activities                                       Period
1 2 3        4
Data Representations
MA-HS-4.1.1 1. Analyze and make inferences from a set of data                                                                                                X X X         X
with no more than two variables, and analyze
situations for the use and misuse of data
representations.
DOK 3
MA-HS-4.1.3 2. Represent real-world data using matrices and will use            dimensions, entries     McDougal Litell              Kentucky CCT Coach           X
matrix addition, subtraction, multiplication (with matrices                             Algebra 2 Textbook           Book
no larger than 2x2), and scalar multiplication to solve real-
world problems.                                                                         Graphing Calculator          Lesson 5
Activity – Using             Page 40-46
Matrix Operations
Page 207
Characteristics of Data Sets
MA-HS-4.2.1 3. Describe and compare data distributions and make mean, median, mode, Kagan Cooperative                                Open Response                         X
inferences from the data based on the shapes of                 range, standard         Learning Book                Question –
graphs, measures of center (mean, median, mode)                 deviation                                            Backpacks
and measures of spread (range, standard deviation).                                     Page 251
DOK 2                                                                                                                (LOHS ORQ
Notebook)
MA-HS-4.2.2 4. Know the characteristics of the Gaussian normal                  bell-shaped curve,                                   Kentucky CCT Coach                    X
distribution (bell-shaped curve).                               univariate data,                                     Book
bivariate data
Lesson 17
Page 131-135

Bold-State Assessment Content                                                                             Grade level expectations identified by numbers (i.e., 1, 2, 3, etc.)
Italics-State Supporting Content                                                                             Performance indicators identified by letters (i.e., A, B, C, etc.)
Plain-Local Supporting Content
Page 3 of 7
MCPS-High School-2008                                                                                                              MA, CCA Version 4.1

Number                       Performance Indicators                              Terms                    Activities                                    Period
1 2 3 4
MA-HS-4.2.3    5. Identify an appropriate curve of best fit (linear,        correlation              McDougal Litell           Open-Response            X X X X
quadratic, exponential) for a set of two-variable data.      coefficient, scatter     Algebra 2 Textbook        Question – Growing
DOK 3                                                        plot, correlation,                                 Bacteria
regression lines         Concept Activity -
Fitting a Line to a Set   (LOHS ORQ
of Data                   Notebook)
Page 99

Graphing Calculator
Activity – Using
Linear Regression
Page 107
MA-HS-4.2.3    6. Determine a line of best-fit equation for a set of                                                                                    X    X   X    X
linear two-variable data. DOK 3
MA-HS-4.2.3    7. Apply line of best-fit equations to make predictions                                                                                  X    X   X    X
within and beyond a given set of data. DOK 3

MA-HS-4.2.4    8. Recognize when arguments based on data confuse                                                                                        X             X
correlation and causation.
Experiments and Samples
MA-HS-4.3.1    9. Recognize potential for bias resulting from the           non-random                                         Kentucky CCT Coach                     X
misuse of sampling methods (e.g., non-random                 sampling, polling only                             book
sampling, polling only a specific group of people,           a specific group of
using limited or extremely small sample sizes) and           people, using limited                              Lesson 19
explain why these samples can lead to inaccurate             or extremely small                                 Page 144-148
inferences.                                                  sample sizes, bias
DOK 2                                                        issues

MA-HS-4.3.2    10. Design simple experiments or investigations to collect                                                                                             X
data to answer questions of interest.
MA-HS-4.3.3    11. Explain the differences between randomized               randomized,                                                                               X
experiments and observational studies.                       observational,
experimental
Probability

Bold-State Assessment Content                                                                        Grade level expectations identified by numbers (i.e., 1, 2, 3, etc.)
Italics-State Supporting Content                                                                        Performance indicators identified by letters (i.e., A, B, C, etc.)
Plain-Local Supporting Content
Page 4 of 7
MCPS-High School-2008                                                                                                            MA, CCA Version 4.1

Number                        Performance Indicators                            Terms                  Activities                                      Period
1 2 3 4
MA-HS-4.4.1    12. Determine theoretical and experimental (from            compound event,         Kagan Cooperative        Open Response                        X
given data) probabilities. DOK 3                            sample space,           Learning Book            Question – Carnival
factorial                                        Game (Prompt
Page 275                 #1868)

(LOHS ORQ
Notebook)
MA-HS-4.4.1    13. Make predictions and draw inferences from                                                                                                        X
probabilities. DOK 3
MA-HS-4.4.1    14. Compare theoretical and experimental                                                                                                             X
probabilities. DOK 3
MA-HS-4.4.1    15. Determine probabilities involving replacement                                                                                                    X
and non-replacement. DOK 3
MA-HS-4.4.2    16. Recognize and identify the differences between          fundamental                                      Kentucky CCT Coach                      X
combinations and permutations and use them to count         Counting Principal,                              Book
discrete quantities.                                        permutations with
repetition                                       Lesson 22-23
Page 164-171
MA-HS-4.4.3    F. Represent probabilities in multiple ways, such as                                                                                                 X
fractions, decimals, percentages, and geometric area
models.

MA-HS-4.4.4     G. Explain how the law of large numbers can be applied                                                                                         X
in simple examples.
Algebraic Thinking
High school students extend analysis and use of functions and focus on linear, quadratic, absolute value and exponential functions. They explore parametric
changes on graphs of functions. They use rules and properties to simplify algebraic expressions. They combine simple rational expressions and combine simple
polynomial expressions. They factor polynomial expressions and quadratics of the form 1x^2 + bx +c.
Number                        Performance Indicators                              Terms                  Activities                                  Period
1 2 3 4
Patterns, Relations, and Functions

Bold-State Assessment Content                                                                      Grade level expectations identified by numbers (i.e., 1, 2, 3, etc.)
Italics-State Supporting Content                                                                      Performance indicators identified by letters (i.e., A, B, C, etc.)
Plain-Local Supporting Content
Page 5 of 7
MCPS-High School-2008                                                                                                           MA, CCA Version 4.1

Number                       Performance Indicators                             Terms                 Activities                                     Period
1 2 3 4
MA-HS-5.1.1    1. Identify and apply multiple representations (tables,     data display                                                              X X X X
graphs, equations) of functions (linear, quadratic,
absolute value, exponential) to solve real-world or
mathematical problems.
DOK 1

MA-HS-5.1.2    2. Identify, relate, and apply representations (graphs,     step function          McDougal Litell          Kentucky CCT Coach        X
equations, tables) of a piecewise function (such as long                           Algebra 2 Textbook       Book
distance telephone rates) from mathematical or real world
information.                                                                       Graphing Calculator      Lesson
Activity – Graphing
Piecewise Function
Page 121
MA-HS-5.1.4    3. Recognize and solve problems that can be modeled         base, asymptote,       McDougal Litell          Open Response                      X
using an exponential function, such as compound interest    growth/decay factor,   Algebra 2 Textbook       Question – Buggy
problems.
Concept Activity –       (BOE Website)
Exponential Growth
and Decay
Page 473
MA-HS-5.1.5    4. Determine the domain and range of a function             vertex, axis of        1. Song – Quadratic      Open Response                  X
(quadratic). DOK 2                                          symmetry, parabola,    Formula to the tune      Question – Football
complete the square,   of Row, Row, Row         Punt
*Portions of MA-HS-5.1.5 are shared with Algebra I.         quadratic formula,     your Boat
factoring, zero                                 (BOE Website)
product property       2. McDougal Litell
Algebra 2 Textbook

Graphing Calculator
Activity – Solving
Page 271

Bold-State Assessment Content                                                                     Grade level expectations identified by numbers (i.e., 1, 2, 3, etc.)
Italics-State Supporting Content                                                                     Performance indicators identified by letters (i.e., A, B, C, etc.)
Plain-Local Supporting Content
Page 6 of 7
MCPS-High School-2008                                                                                                                MA, CCA Version 4.1

Number                       Performance Indicators                              Terms                     Activities                                     Period
1 2 3 4
MA-HS-5.1.5    5. Determine the maximum, minimum, and intercepts                                                                                          X X X X
MA-HS-5.1.8    6. Identify the changes and explain how changes in                                                                                         X    X   X    X
parameters affect graphs of functions (linear,
quadratic, absolute value, exponential) (e.g., compare
2      2        2         2
y=x , y=2x , y=(x-4) , and y=x +3).
DOK 2
Equations and Inequalities
MA-HS-5.3.3    7. Model, solve and graph first-degree two variable          substitution, linear       1. Kagan                 Open Response             X
equations and inequalities in real world and                 combinations               Cooperative Learning     Question – College
mathematical problems.                                       (elimination),             Book                     Bound
DOK 3                                                        graphing                   Page 245 and 293
(BOE website)
2. McDougal Litell
Algebra 2 Textbook

Graphing Calculator
Activity – Graphing
Systems of Equations
Page 146
MA-HS-5.3.5    8. Write, graph, and solve systems of linear inequalities    one solution, infinitely                                                      X
(two inequalities in two variables) based on real world or   many solution, no
mathematical problems and interpret the solution.            solution
MA-HS-5.3.6    9. Model, solve and graph quadratic equations in real                                                                                           X
world and mathematical problems. DOK 2
Technology
POS        10. Have a working knowledge of a graphing calculator.                                  McDougal Litell                                    X    X   X    X
Algebra 2 Textbook

Graphing Calculator
Activity – Setting a
Good Viewing
Window Page 337

Bold-State Assessment Content                                                                          Grade level expectations identified by numbers (i.e., 1, 2, 3, etc.)
Italics-State Supporting Content                                                                          Performance indicators identified by letters (i.e., A, B, C, etc.)
Plain-Local Supporting Content
Page 7 of 7

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