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    Algebra II Standards Final Chart

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    api-273248611
    This document outlines algebra II standards from the Virginia SOL and Common Core State Standards. It covers key topics such as expressions, equations, functions, and statistics. Some key points of alignment between the two sets of standards include a focus on simplifying expressions, solving equations and inequalities, and investigating properties of functions. The Common Core standards provide more detail on some specific concepts like matrices and the remainder and binomial theorems. Overall alignment is loose in some areas, with the SOLs lacking mention of concepts like complex numbers and matrices that are in the Common Core.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Algebra II Standards Final Chart

    Uploaded by

    api-273248611
    63 views6 pages
    This document outlines algebra II standards from the Virginia SOL and Common Core State Standards. It covers key topics such as expressions, equations, functions, and statistics. Some key points of alignment between the two sets of standards include a focus on simplifying expressions, solving equations and inequalities, and investigating properties of functions. The Common Core standards provide more detail on some specific concepts like matrices and the remainder and binomial theorems. Overall alignment is loose in some areas, with the SOLs lacking mention of concepts like complex numbers and matrices that are in the Common Core.

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    This document outlines algebra II standards from the Virginia SOL and Common Core State Standards. It covers key topics such as expressions, equations, functions, and statistics. Some key points of alignment between the two sets of standards include a focus on simplifying expressions, solving equations and inequalities, and investigating properties of functions. The Common Core standards provide more detail on some specific concepts like matrices and the remainder and binomial theorems. Overall alignment is loose in some areas, with the SOLs lacking mention of concepts like complex numbers and matrices that are in the Common Core.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    63 views6 pages

    Algebra II Standards Final Chart

    Uploaded by

    api-273248611
    This document outlines algebra II standards from the Virginia SOL and Common Core State Standards. It covers key topics such as expressions, equations, functions, and statistics. Some key points of alignment between the two sets of standards include a focus on simplifying expressions, solving equations and inequalities, and investigating properties of functions. The Common Core standards provide more detail on some specific concepts like matrices and the remainder and binomial theorems. Overall alignment is loose in some areas, with the SOLs lacking mention of concepts like complex numbers and matrices that are in the Common Core.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 6

    Matt Miller

    Algebra II Standards

    MSSE 570M Fall 2014

    Understanding Expressions
    SOL
    AII.1

    The student, given rational, radical,


    or polynomial expressions, will
    a) add, subtract, multiply, divide,
    and simplify rational algebraic
    expressions;
    b) add, subtract, multiply, divide,
    and simplify radical expressions
    containing rational numbers and
    variables, and expressions
    containing rational exponents;
    c) write radical expressions as
    expressions containing rational
    exponents and vice versa; and
    d) factor polynomials completely.

    CCSS
    CCSS.Math.Content.HSA.APR.D.7
    (+) Understand that rational expressions form a
    system analogous to the rational numbers, closed
    under addition, subtraction, multiplication, and
    division by a nonzero rational expression; add,
    subtract, multiply, and divide rational
    expressions.
    CCSS.Math.Content.HSA.APR.B.3
    Identify zeros of polynomials when suitable
    factorizations are available, and use the zeros to
    construct a rough graph of the function defined
    by the polynomial.
    CCSS.Math.Content.HSA.APR.C.4
    Prove polynomial identities and use them to
    describe numerical relationships.
    CCSS.Math.Content.HSA.APR.D.6
    Rewrite simple rational expressions in different
    forms; write a(x)/b(x) in the form q(x) + r(x)/b(x),
    where a(x), b(x), q(x), and r(x) are polynomials
    with the degree of r(x) less than the degree of
    b(x), using inspection, long division, or, for the
    more complicated examples, a computer algebra
    system.

    Learning Goal(s)
    Students will be able to:
    Simplify rational
    expressions. (Apply)
    Perform arithmetic
    operations on rational,
    radical, and polynomial
    expressions. (Apply)

    Matt Miller

    Algebra II Standards

    AII.3

    The student will perform operations


    on complex numbers, express the
    results in simplest form using
    patterns of the powers of i, and
    identify field properties that are
    valid for the complex numbers.

    AII.2*

    The student will investigate and


    apply the properties of arithmetic
    and geometric sequences and series
    to solve real-world problems,
    including writing the first n terms,
    finding the nth term, and evaluating
    summation formulas. Notation will
    include and an.

    MSSE 570M Fall 2014

    Students will be able to:


    Identify the patterns of
    the powers of i.
    (Remember)

    CCSS.Math.Content.HSA.SSE.B.4
    Derive the formula for the sum of a finite
    geometric series (when the common ratio is
    not 1), and use the formula to solve
    problems.

    Students will be able to:


    Solve real-world
    problems using a finite
    geometric series. (Apply)

    CCSS.Math.Content.HSA.APR.B.2
    Know and apply the Remainder Theorem: For a
    polynomial p(x) and a number a, the remainder on
    division by x - a is p(a), so p(a) = 0 if and only if (x a) is a factor of p(x).

    Students will be able to:


    Explain the connections
    between Pascals Triangle
    and the Binomial
    Theorem. (Analyze)
    Give examples of
    polynomial expressions
    that utilize the Remainder
    Theorem. (Understand)

    CCSS.Math.Content.HSA.APR.C.5
    (+) Know and apply the Binomial Theorem for the
    expansion of (x + y)n in powers of x and y for a
    positive integer n, where x and y are any numbers,
    with coefficients determined for example by Pascal's
    Triangle.1

    Comparison: Overall, it seemed that alignment between the two sets of standards was much looser than it was for
    Algebra I. Part of this may be due to the fact that the Common Core Algebra Standards are written so that states can use
    them at their own discretion, picking and choosing which standards belong in Algebra I, and which belong in Algebra II.
    It was interesting to see that the Remainder Theorem and Binomial Theorem got their own standards in the Common
    Core, but are not explicitly mentioned in the Algebra II SOL. Like in Algebra I, arithmetic and manipulating expressions is
    very important for both the SOLs and CCSSs.

    Matt Miller

    Algebra II Standards

    MSSE 570M Fall 2014

    Solving Equations and Inequalities


    SOL
    AII.5

    The student will solve nonlinear


    systems of equations, including
    linear-quadratic and quadraticquadratic, algebraically and
    graphically. Graphing calculators will
    be used as a tool to visualize graphs
    and predict the number of solutions.

    The student will solve,


    algebraically and graphically,
    a) absolute value equations and
    inequalities;
    b) quadratic equations over the set
    of complex numbers;
    c) equations containing rational
    algebraic expressions; and
    d) equations containing radical
    expressions.
    Graphing calculators will be used for
    solving and for confirming the algebraic
    solutions
    AII.4

    CCSS

    Learning Goal(s)

    CCSS.Math.Content.HSA.REI.A.2
    Solve simple rational and radical
    equations in one variable, and give
    examples showing how extraneous
    solutions may arise.

    Students will be able to:


    Solve nonlinear systems of
    equations. (Apply)

    CCSS.Math.Content.HSA.CED.A.1
    Create equations and inequalities in one variable
    and use them to solve problems. Include equations
    arising from linear and quadratic functions, and
    simple rational and exponential functions.

    Students will be able to:


    Solve quadratic equations
    with complex roots.
    (Apply)
    Explain why some
    quadratic equations have
    complex roots.
    (Understand)

    CCSS.Math.Content.HSA.CED.A.2
    Create equations in two or more variables to
    represent relationships between quantities; graph
    equations on coordinate axes with labels and
    scales.
    CCSS.Math.Content.HSA.CED.A.3
    Represent constraints by equations or inequalities,
    and by systems of equations and/or inequalities,
    and interpret solutions as viable or nonviable
    options in a modeling context.
    CCSS.Math.Content.HSA.REI.B.4.b
    Solve quadratic equations by inspection (e.g., for
    x2 = 49), taking square roots, completing the

    Matt Miller

    Algebra II Standards

    MSSE 570M Fall 2014

    square, the quadratic formula and factoring, as


    appropriate to the initial form of the equation.
    Recognize when the quadratic formula gives
    complex solutions and write them as a bi for real
    numbers a and b.

    CCSS.Math.Content.HSA.REI.C.8
    (+) Represent a system of linear equations
    as a single matrix equation in a vector
    variable.
    CCSS.Math.Content.HSA.REI.C.9
    (+) Find the inverse of a matrix if it exists
    and use it to solve systems of linear
    equations (using technology for matrices
    of dimension 3 3 or greater).

    Students will be able to:


    Represent a system of
    linear equations as a single
    matrix in a vector variable.
    (Apply)
    Find the inverse of a
    matrix if it exists. (Apply)

    Comparison: Alignment in this section seems a bit looser than its Algebra I counterpart. As before, solving equations
    and inequalities is emphasized in both the SOLs and CCSSs. The Common Core does not address complex numbers in the
    Expressions theme, but does mention solving quadratic equations which have complex roots. Matrices are not even
    mentioned in the Algebra II SOL, which was pretty surprising, as they are definitely an important concept in not only
    algebra, but many other areas of mathematics.

    Matt Miller

    Algebra II Standards

    MSSE 570M Fall 2014

    Functions and Statistics


    SOL

    CCSS

    Learning Goal(s)

    AII.6 The student will recognize the general


    shape of function (absolute value, square root,
    cube root, rational, polynomial, exponential, and
    logarithmic) families and will convert between
    graphic and symbolic forms of functions. A
    transformational approach to graphing will be
    employed. Graphing calculators will be used as
    a tool to investigate the shapes and behaviors of
    these functions

    CCSS.Math.Content.HSA.CED.A.4
    Students will be able to:
    Rearrange formulas to highlight a quantity
    Identify the general shape
    of interest, using the same reasoning as in
    of a given function.
    solving equations.
    (Understand)

    AII.7

    CCSS.Math.Content.HSA.REI.D.11
    Explain why the x-coordinates of the points
    where the graphs of the equations y = f(x) and
    y = g(x) intersect are the solutions of the
    equation f(x) = g(x); find the solutions
    approximately, e.g., using technology to graph
    the functions, make tables of values, or find
    successive approximations. Include cases
    where f(x) and/or g(x) are linear, polynomial,
    rational, absolute value, exponential, and
    logarithmic functions.*

    The student will investigate and


    analyze functions algebraically and
    graphically. Key concepts include
    a) domain and range, including
    limited and discontinuous
    domains and ranges;
    b) zeros;
    c) x- and y-intercepts;
    d) intervals in which a function is
    increasing or decreasing;
    e) asymptotes;
    f) end behavior;
    g) inverse of a function; and
    h) composition of multiple
    functions.
    Graphing calculators will be used as a
    tool to assist in investigation of
    functions.

    CCSS.Math.Content.HSA.REI.D.12
    Graph the solutions to a linear inequality in
    two variables as a half-plane (excluding the
    boundary in the case of a strict inequality),
    and graph the solution set to a system of linear
    inequalities in two variables as the
    intersection of the corresponding half-planes.

    Students will be able to:


    Explain why certain types
    of functions have
    asymptotes. (Understand)

    Matt Miller

    Algebra II Standards

    AII.8

    The student will investigate and


    describe the relationships among
    solutions of an equation, zeros of a
    function, x-intercepts of a graph, and
    factors of a polynomial expression.

    AII.9

    The student will collect and analyze


    data, determine the equation of the
    curve of best fit, make predictions,
    and solve real-world problems, using
    mathematical models. Mathematical
    models will include polynomial,
    exponential, and logarithmic
    functions.

    AII.10

    The student will identify, create, and


    solve real-world problems involving
    inverse variation, joint variation, and
    a combination of direct and inverse
    variations.

    MSSE 570M Fall 2014

    Students will be able to:


    Identify properties of a
    normal distribution.
    (Remember)
    Construct a curve of best
    fit to model a given data
    set. (Apply)

    AII.11

    The student will identify properties of


    a normal distribution and apply those
    properties to determine probabilities
    associated with areas under the
    standard normal curve.
    AII.12 The student will compute and
    distinguish between permutations and
    combinations and use technology for
    applications

    Comparison: The Common Core standards involving functions are a lot more generalized, probably because they were
    written to be adapted by states for both Algebra I and II curricula. There is an entire set of standards for functions on the
    Common Core site, which range from Pre-Algebra to Calculus levels of difficulty. There is also a set of Common Core
    standards for statistics, which states (like Maryland) use in their Algebra II curricula.

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