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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. Core Content Grade-level Standards with Essential Content Suggested Assessments Grading 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; Spreadsheet 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. Core Content Grade-level Standards with Essential Content Suggested Assessments Grading 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 Core Content Grade-level Standards with Essential Content Suggested Assessments Grading 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 Core Content Grade-level Standards with Essential Content Suggested Assessments Grading 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. Core Content Grade-level Standards with Essential Content Suggested Assessments Grading 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 Core Content Grade-level Standards with Essential Content Suggested Assessments Grading 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 Quadratic Equations 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 Core Content Grade-level Standards with Essential Content Suggested Assessments Grading 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 of quadratic function. DOK 2 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