Ohalloran Curriculum Documentation

OHalloran Curriculum Documentation
Secondary Mathematics II
Unit Time Standards

Unit 1 Extending the 15 Days N.RN.A.1
Number System N.RN.A.2
N.RN.B.3
A.APR.A.1
N.CN.A.1
N.CN.A.2
Unit 2 Introduction to 35 Days F.IF.B.4
Quadratics F.BF.A.1.A
F.IF.B.5
F.BF.A.1.B
F.IF.B.6 F.BF.B.3
F.IF.C.7A F.BF.B.4
F.IF.C.7B
A.CED.A.2
F.IF.C.8A A.CED.A4
F.IF.C.8B
A.SSE.A.1A
F.IF.C.9
A.SSE.B.3
Unit 3 Solving 25 Days F.IF.C.8A
Quadratics A.SSE.A.2
F.LE.A.3
A.SSE.B.3.A
A.REI.B.4A
A.SSE.B.3.B
A.REI.B.4B
A.SSE.B.3C
N.CN.C.7
A.CED.A.1
A.REI.C.7
Unit 4 Applications of 25 Days S.CP.A.1
Probability S.CP.A.5
S.CP.A.2
S.CP.B.6
S.CP.A.3
S.CP.B.7
S.CP.A.4
Unit 5 Similarity and 30 Days G.CO.C.9
Right Triangles G.SRT.A.3
G.CO.C.10
G.SRT.B.4
G.CO.C.11
G.SRT.B.5
G.GPE.B.6
G.SRT.C.6
G.SRT.A.1
G.SRT.C.7
G.SRT.A.2
G.SRT.C.8
Unit 6 Circles, Areas, 20Days G.C.A.1
and Volume G.GMD.A.3
G.C.A.2
G.GPE.A.1
G.C.A.3
G.GPE.A.2
G.C.B.5
G.GPE.B.4
Total Days 150 Days
Unit Writing Guide

Instructional Unit Design Outline
Unit Title: Extending the Number System
Grade Level / Course: High School SMII Time Span: 15 days
Content Area(s):
Career Prep Health and PE M & C Languages Social Studies
English Language Arts Mathematics Science and Technology Visual &

Performing Arts
N.RN.A.1
Explain how the definition of the meaning of rational exponents follows from
extending the properties of integer exponents to those values, allowing for notation
for radicals in terms of rational exponents.
N.RN.A.2
Rewrite expressions involving radicals and rational exponents using the properties
of exponents.
N.RN.B.3
Explain why the sum or product of two rational numbers is rational; that the sum of
a rational number and an irrational number is irrational; and that the product of a
nonzero rational number and an irrational number is irrational.
A.APR.A.1
Understand that polynomials from a system analogous to the integers, namely, they
are closed under the operations of addition, subtraction, and multiplication; add,
subtract, and multiply polynomials.
N.CN.A.1
Know there is a complex number i such that i2 = -1, and every complex number has
the form a + bi with a and b real.
N.CN.A.2
Use the relation i2 = -1 and the commutative, associative, and distributive
properties to add, subtract, and multiply complex numbers.
A.SSE.B.3C
Use the properties of exponents to transform expressions for exponential functions. For example the
expression 1.15t can be rewritten as (1.151/12)12t 1.01212t to reveal the approximate equivalent monthly
interest rate if the annual rate is 15%.
Summary of Unit:
Students will practice properties of exponents with integer exponents and then
extend those properties to expressions with rational exponents. As an extension of
rational exponents, students will learn how to rewrite expressions with rational
exponents to radical expressions. Radical expressions will be analyzed and
students will examine the idea of closure. Students know about closure with real
numbers, but they will understand that closure can be used with expressions (more
specifically polynomials). The other part of the number system students with
familiarize themselves is with the complex numbers. Students will know the
imaginary unit i, and the how the commutative, associative, and distributive
properties relate to complex numbers.
Students will be familiar with the properties of exponents before relating them to
rational exponents. Students will also understand the idea of closure because they
will know the concepts behind closure with real numbers. For complex numbers,
students will already be familiar with commutative, associative, and distributive
properties. In future units, students will use properties of exponents when working
with quadratics, like factoring or using the distributive property. Students will also
use properties of radicals in future lessons, especially with simplifying radicals
when writing solutions to quadratic functions.
For real-world experiences, rational exponents can relate to exponential functions.

Exponential functions can represent population growth and decay. Students will see
examples of studies with population growth and decay and will make
generalizations as to why a population might grow or decay.
Declarative and Procedural knowledge that students will

acquire:
Declarative Knowledge Procedural

Knowledge
* Key terms/vocabulary Words for the word wall * New Processes
and
Procedures.
* Key content specificity (from the verbs in the
standards)
(Using the nouns from the standards)
* New concepts
KeyPreRequisites
DeclarativeKnowledge ProceduralKnowledge
WordsforWordWall Newprocessandprocedures
exponent Interpret rules of exponents and
law of exponents extend the rules to rational
simplify exponents
expression Rewrite (1) radical expressions
integer into expressions with rational
rational exponents, and (2) expressions
polynomial with rational exponents into
closure property radical expressions
i Explain closure using operations
complex number with polynomials
real number Identify a complex number
commutative property Relate commutative, associative,
associative property and distributive property with the
distributive property real numbers to the complex
numbers
Unit Title: Introduction to Quadratics
Content Area(s):

Performing Arts
F.IF.B.4
For a function that models a relationship between two quantities, interpret key
features of graphs and tables in terms of the quantities, and sketch graphs showing
key features given a verbal description of the relationship. Key features include:
intercepts; intervals where the function is increasing, decreasing, positive, or
negative; relative maximums and minimums; symmetries; end behavior; and
periodicity.*
F.IF.B.5
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it
describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines
in a factory, then the positive integers would be an appropriate domain for the function.
F.IF.B.6
Calculate and interpret the average rate of change of a function (presented symbolically or as a
table) over a specified interval. Estimate the rate of change from a graph. *
F.IF.C.7A
Graph linear and quadratic functions and show intercepts, maxima, and minima.
F.IF.C.9
Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function
and an algebraic expression for another, say which has the larger maximum.
F.BF.B.3
Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values
of k (both positive and negative); find the value of k given the graphs. Experiment with cases and
illustrate an explanation of the effects on the graph using technology. Include recognizing even and
odd functions from their graphs and algebraic expressions for them.
F.BF.B.4A
Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an
expression for the inverse. For example, f(x) =2 x3 or f(x) = (x+1)/(x-1) for x 1.
A.CED.A.2
Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales.
Summary of Unit:
Students, at first, will examine basic quadratics and be able to identify key features
of quadratics, including domain and rate of change. Once the key features are
mastered, students will be able to graph quadratic functions using what they
previously learned. Students will be able to interpret parts of quadratic expressions
and will Making connections through vertex form, students will be able to identify
effects on graphs for transformations of quadratic functions. After graphing,
students will have the information to be able to compare the features of different
functions and relate them in context. With the key features in mind, students will
be able to create linear, exponential, and quadratic functions from context. Then,
they will be able to use these functions in order to answer questions about a
problem, for example, finding the duration of time a missile is in the air if launched
from the ground (solve for the x-intercepts).
Students should be familiar with key features, domain, and rate of change of linear
and exponential functions from SM1. In SMII, students will find similar key features,
domain, and rate of change but with quadratics instead. Students will recognize
rate of change, but we will expand that to graphs and tables that represent
polynomials. In Unit 1, students learned about square roots more in depth. This will
help them when graphing square roots and finding the domain of those functions.
For future units, students will learn how to solve quadratics using many methods. It
is important to know the basics of quadratics (symmetry, x-intercepts, etc.) in
order to make the connection from interpreting to solving.
For real-world experiences, if there is enough allotted time, students have the
opportunity to create a catapult that flings projectiles. Students will be able to
model their specific trajectory using what they know about quadratics and
properties in science (gravity, inertia, etc.). This project can even be carried into
the next unit, where students will solve quadratic equations.

acquire:

Knowledge
and
Procedures.
standards)
* New concepts
KeyPreRequisites
x-intercept Interpret (1) key features of
y-intercept linear, exponential, and quadratic
interval functions, (2) transformations of
increase quadratic functions (using f(x) + k,
decrease etc.), (3) the rate of change of a
maximum function over a specific interval,
minimum and (4) parts of quadratic
symmetry expressions such as terms, factors,
end behavior and coefficients
function Relate and compare (1) the
domain domain of a function to its graph
rate of change and (2) properties two functions in
average rate of change different forms
factor Calculate the rate of change of a
quadratic function function over a specific interval
vertex form Graph (1) linear and quadratic
standard form functions to show max, min, and x-
factored form intercept(s), and (2) equations that
vertex represent relationships on
axis of symmetry coordinate axis with labels
intercept form Experiment and illustrate with
zero transformations of quadratic
algebraically functions in the forms f(x) by f(x)
graphically
+ k, k f(x), f(kx), and f(x + k).
numerically
Solve a simple function and write the
verbally
odd function inverse of that function.
even function Create equations with two or more
inverse variables to represent relationships.
composition of functions
scale
labels
expression
term
coefficient
equivalent
stretch
shrink
Unit Title: Solving Quadratics
Content Area(s):

Performing Arts
F.IF.C.8A
Use the process of factoring and completing the square in a quadratic function to show zeros,
extreme values, and symmetry of the graph, and interpret these in terms of a context.
F.LE.A.3
Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a
quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
A.REI.B.4A
Use the method of completing the square to transform any quadratic equation in x into an equation
of the form (x - p)2 = q that has the same solutions. Derive the quadratic formula from this form.
A.REI.B.4B
Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the
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.
A.REI.C.7
Solve a simple system consisting of a linear equation and a quadratic equation in two variables
algebraically and graphically. For example, find the points of intersection between the line y = -3x and
the circle x2 + y2 = 3.
A.SSE.A.1A
Interpret parts of an expression, such as terms, factors, and coefficients.
A.SSE.A.2
Use the structure of an expression to identify ways to rewrite it. For example, see x4 - y4 as (x2)2 - (y2)2,
thus recognizing it as a difference of squares that can be factored as (x 2 - y2)(x2 + y2).
A.SSE.B.3A
Factor a quadratic expression to reveal the zeros of the function it defines.
A.SSE.B.3B
Complete the square in a quadratic expression to reveal the maximum or minimum value of the
function it defines.
N.CN.C.7
Solve quadratic equations with real coefficients that have complex solutions.
A.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.
Summary of Unit:
Students will be mainly focusing on the different processes of solving a quadratic to
find the x-intercepts. These types of solutions include real and complex. Students
will be able to identify solutions to a quadratic by graphing, using factoring,
completing the square, inspection, taking the square root, and the quadratic
formula. Another important connection students will understand is when it is best
to use each one of the process to solve a quadratic equation. With these tools,
students will be able to compute the x-intercepts for any quadratic in context. Also,
student will know how to convert to and from the three forms of a quadratic:
standard, vertex, and factored. Once students understand the different methods of
solving, concepts will be expanded. They will use their new knowledge to solve
simple system of equations involving linear functions and quadratic functions.
Students will also use what they know about equations of quadratics and relate
that graphing quadratics to inequalities.
Students should know how to graph a quadratic form the previous unit, which will
make solving by graphing easier. The idea of x-intercepts will not be foreign to
students because where those are located on a quadratic was covered in the
previous unit. Even though this ends the Algebra portion of Secondary Mathematics
II, students will need the different processes for solving quadratics for the third
course of integrated math in order to solve higher degree polynomials. Identifying
the vertex of a quadratic and where the function has a maxima and minima will be
explored further for higher degree functions in SMIII.
For real-world applications, students can see a connection between the x-intercepts
and the zeros of a function that models a trajectory. In the past unit, students could
find out time the object is in the air or height of the object by graphing. Now,
students can be given an equation that represents the height given time, and
students can find so many features of the path and relate those features to real
life. Lastly, with systems of equations, students can use equations of a linear and
quadratic equation that represent projectiles and find when the projectiles will
collide. Students can show the collision graphically and algebraically.

acquire:

Knowledge
and
Procedures.
standards)
* New concepts
KeyPreRequisites
quadratic expression Observe when a quantity might
quadratic equation exceed a linear or quadratic
perfect-square trinomial function graphically and
complete the square algebraically
roots Use (1) factoring and completing
zeros the square to find the zeros,
inspection extrema, and symmetry of a
square root method quadratic, and (2) the structure for
quadratic formula the difference of squares.
discriminant Solve quadratic equations by
complex solution inspection, taking the square root,
complex roots completing the square, quadratic
factoring completely formula, and factoring, (2) simple
radicand systems with linear and quadratic
perfect square trinomial functions, and (3) quadratic
system of equations equations with complex solutions
linear equation Interpret zeros, extrema, and
substitution symmetry of a quadratic function
elimination in context
intersection Create quadratic equations and
solution of a system inequalities in one variable and use the
equations/inequalities to solve problems
Unit Title: Applications of Probability
Content Area(s):

Performing Arts
S.CP.A.1
Describe events as subsets of a sample space (the set of outcomes) using characteristics (or
categories) of the outcomes, or as unions, intersections, or complements of other events ("or," "and,"
"not").
S.CP.A.2
Understand that two events A and B are independent if the probability of A and B occurring together
is the product of their probabilities, and use this characterization to determine if they are
independent.
S.CP.A.3
Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence
of A and B as saying that the conditional probability of A given B is the same as the probability of A,
and the conditional probability of B given A is the same as the probability of B.
S.CP.A.4
Construct and interpret two-way frequency tables of data when two categories are associated with
each object being classified. Use the two-way table as a sample space to decide if events are
independent and to approximate conditional probabilities.
S.CP.A.5
Recognize and explain the concepts of conditional probability and independence in everyday
language and everyday situations.
S.CP.B.6
Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A,
and interpret the answer in terms of the model.
Summary of Unit:
Students will review the basics of probability and review the ideas of sample space
and events. These events will relate to real world experiences so students can
easily make simulations and understand the experiment. Once basic events and
their probabilities are understood, students will be able to work with compound
events including the intersection and union. Students will not only find data from
thinking of the outcomes of events, but also from two-way frequency tables. These
tables are helpful when finding conditional probabilities between two events.
Students should know the basics of probabilities, such as the definition of a

probability. The idea of an event happening is not new to students, but we will be
examining two events happening at the same time. Students will be able to read a
two-way frequency table, but now students will see the connection between
conditional probabilities and these tables. These skills will be important for
upcoming units in SM3 where students will need to make inferences from data.
Probability plays a huge role in making decisions about events, such as in

insurance or the stock market. Examples of conditional probabilities will use data
thats collected from students. An activity can include students creating an event
and surveying others responses to collect data. Once the data is collected, they
can use what they learn about independence and conditional probabilities to come
up with summarizations of their findings.

acquire:

Knowledge
and
Procedures.
standards)
* New concepts
KeyPreRequisites
events Describe events of a sample
sample space space with unions, intersections,
set and complements
subset Understand (1) what makes two events
union independent and (2) what a conditional
intersection probability represents and its properties
complement Construct a two-way frequency table
independence and use data to find conditional
independent events probabilities and independence between
dependent events two events
probability Recognize and explain independence
product
and conditional probabilities in everyday
conditional probability
language
two-way frequency table
Find conditional probabilities using the
data
random sample correct formulas
Unit Title: Similarity and Right Triangles
Content Area(s):

Performing Arts
G.CO.C.9
Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a
transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are
congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the
segment's endpoints.
G.CO.C.10
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180;
base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is
parallel to the third side and half the length; the medians of a triangle meet at a point.
G.CO.C.11
Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles
are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are
parallelograms with congruent diagonals.
G.GPE.B.4
Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that
a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point
(1, 3) lies on the circle centered at the origin and containing the point (0, 2).
G.GPE.B.6
Find the point on a directed line segment between two given points that partitions the segment in a
given ratio.
G.SRT.A.1A
Verify experimentally the properties of dilations given by a center and a scale factor:
A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line
passing through the center unchanged.
G.SRT.A.1B
Verify experimentally the properties of dilations given by a center and a scale factor:
The dilation of a line segment is longer or shorter in the ratio given by the scale factor.
G.SRT.A.2
Given two figures, use the definition of similarity in terms of similarity transformations to decide if
they are similar; explain using similarity transformations the meaning of similarity for triangles as the
equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of
sides.
G.SRT.A.3
Use the properties of similarity transformations to establish the AA criterion for two triangles to be
similar.
G.SRT.B.4
Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the
other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.
G.SRT.B.5
Use congruence and similarity criteria for triangles to solve problems and to prove relationships in
geometric figures.
G.SRT.C.6
Understand that by similarity, side ratios in right triangles are properties of the angles in the
triangle, leading to definitions of trigonometric ratios for acute angles.
G.SRT.C.7
Explain and use the relationship between the sine and cosine of complementary angles.
G.SRT.C.8
Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. *
Summary of Unit:
Students will need to recall the basics of geometry because those tools will help
them be able to prove certain theorems. Proofs will be conducted on theorems that
relate to lines and angles, triangles, and parallelograms. The properties of shapes
and different methods on how to prove theorems will be used. After students
become familiar with proofs and the different ways to write them, they will work
with dilations and scale factors. Students will verify properties of dilations and scale
factors by running experiments and making generalizations. Students will also
become familiar with the idea of similarity in polygons and will use the properties
of similarity to make assumptions. Students will be able to recognize that the AA
property relates to similar triangles and will use it to prove similarity. Lastly,
students will examine right triangles and all of the different properties of those
shapes. Basic trigonometric ratios and the Pythagorean Theorem will be applied to
right triangles and students will be able to find other components of right triangles
with these tools.
Students should be familiar with the basic properties of certain shapes from
previous years of math, such as bisectors, right angles, sum of the angles in a
triangle, etc. Students have seen dilations in the SM1 curriculum, but did not have
the opportunity to experiment with some of the properties of shapes before and
after a scale factor has been applied. Similarities will be related to transformations
of shapes (translations, reflections, and rotations), which they saw in SMI. Students
will be familiar with Pythagorean Theorem, but would not have seen the
relationship between the theorem and the trigonometric ratios. In the future, it is
important for students to know where the properties of certain shapes originated
through proofs in order to expand on those relationships in SM3. Students will also
be more prepared for more in-depth concepts with trigonometry, such as Law of
Sine, Law of Cosine, and the unit circle.
For real-world applications, when students can successfully complete a proof, they
are sharpening their ability to argue a point logically. Scenarios will be created for
students to understand when they might have to show certain properties of a
shape, such as in architecture or landscaping. For trigonometry, students will be
exposed to angles of elevation and depression, which is important for pilots and
branches of the military.

acquire:

Knowledge
and
Procedures.
standards)
* New concepts
KeyPreRequisites
theorem Prove theorems that relate to
linear pair lines, angles, triangles, and
vertical angle parallelograms
alternate interior angles Find a point on a line segment
alternate exterior between two points to create a
same-side interior angles given ratio
corresponding angles Understand that side ratios in
perpendicular bisectors right triangles are properties of the
supplementary angles angles using similarity
complimentary angles Verify (1) a dilation of a line
equidistant segment is longer or shorter In the
congruent ratio given the scale factor, and (2)
adjacent a dilation takes a line not passing
consecutive through the center to a parallel
reflection line
midpoint Use (1) the definition of similarity
isosceles triangle to prove similarity between two
coordinate proof figures, (2) the properties of
quadrilateral similarity to establish the AA
parallelogram theorem for triangles, (3)
rectangle congruence and similarity to solve
diagonals problems and prove relationships
distance formula in triangles, and (4) trigonometric
midpoint formula ratios and Pythagorean Theorem
slope to solve right triangles in context
bisector
Explain two polygons are similar
congruence properties
by using the definition of similarity
direct line segment
endpoint
ratio
dilation
scale factor
image
parallel
pre-image
similarity
similar
rigid
proportional
corresponding side
corresponding angle
proof
segment addition
Pythagorean Theorem
trigonometry
sine, cosine, tangent
complementary angle
acute angle
right triangle
inverse trigonometric ratio
Unit Title: Circles, Areas, and Volumes
Grade Level / Course: High School SMII Time Span: 20 weeks
Content Area(s):

Performing Arts
G.C.A.1
Prove theorems that all circles are similar.
G.C.A.2
Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship
between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the
radius of a circle is perpendicular to the tangent where the radius intersects the circle.
G.C.A.3
Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a
quadrilateral inscribed in a circle.
G.C.A.5
Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to
the radius, and define the radian measure of the angle as the constant of proportionality; derive the
formula for the area of a sector.
G.GMD.A.3
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. *
G.GPE.A.1
Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete
the square to find the center and radius of a circle given by an equation.
G.GPE.A.2
Derive the equation of a parabola given a focus and directrix.
Summary of Unit:
Students will discover different properties of circles be experimentation. They will
learn about new parts of circles (chords, arc length, etc.). Students will then prove
certain features of circles that include relationships between angles with diameters
and radii. Once students see the relationships between these features, they will be
able to construct inscribed and circumscribed triangles to prove properties of
angles for an inscribed quadrilateral. Students will see the connection between the
equation of a circle given the center and radius using the Pythagorean Theorem.
After circles are discussed, students will take all that they have learned about
properties of shapes and will find areas and volumes, such as cylinders, pyramids,
cones, and spheres.
Students will be familiar with some of the properties of circles like diameter, radii,
center, etc. They should also remember areas of shapes, which will relate directly
to volumes. In previous math course, students showed that they can make
constructions. These would be helpful for the derivation of arc lengths, the
equation of a circle, and the directrix of a parabola. Students spent the first half of this course
learning about parabolas and quadratics, so they will see the connection between geometry and that
algebra concept. Students will also be familiar with the process of completing the square, which will
be helpful for deriving the equation of a circle.
For real-world applications, students will be able to identify circles in real life, such
as a wrestling ring on a mat and will find the features of parts of the circle. Then
students will be able to take those features and relate them to their helpfulness in
the real world (e.g. It is important for wrestlers to know the area of the wrestling
ring, and to find that we need to know the radius.). Students will also discover how
areas of shapes are related to volumes of 3D shapes. Students will find these
shapes outside of the classroom and where volumes would be used in the work
force, like architecture and design.

acquire:

Knowledge
and
Procedures.
standards)
* New concepts
KeyPreRequisites
circle Prove (1) all circles are similar
similar figures and (2) properties of angles of a
dilation quadrilateral inscribed in a circle.
angle measure Construct inscribed and
preimage circumscribed circles.
image Use volume formulas for cylinders,
central angle pyramids, cones, and spheres to
inscribed solve problems.
inscribed angle Derive (1) properties of arc
circumscribed angle lengths related to the radius, (2)
diameter formula for area of a sector, (3)
radius equation of a circle given radius,
chord center, and Pythagorean Theorem,
tangent (4) equation of a circle by
right angle completing the square, and (5)
perpendicular equation of a parabola given a
angle bisector focus and directix.
perpendicular bisector Define radian measure of the
incenter angle of the arc as the constant of
circumcenter proportionality.
quadrilateral
arc
Arc Addition Postulate
supplementary
radian
sector
distance formula
hypotenuse
focus
directix
perfect square trinomial
volume
cylinder
pyramid
cone
sphere

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Ohalloran Curriculum Documentation

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OHalloran Curriculum Documentation

Unit Time Standards

Unit Writing Guide

Unit Title: Extending the Number System

Grade Level / Course: High School SMII Time Span: 15 days

English Language Arts Mathematics Science and Technology Visual &

For real-world experiences, rational exponents can relate to exponential functions.

Declarative and Procedural knowledge that students will

Declarative Knowledge Procedural

(Using the nouns from the standards)

Unit Title: Introduction to Quadratics

Grade Level / Course: High School SMII Time Span: 35 days

English Language Arts Mathematics Science and Technology Visual &

Declarative and Procedural knowledge that students will

Declarative Knowledge Procedural

Unit Title: Solving Quadratics

Grade Level / Course: High School SMII Time Span: 25 days

English Language Arts Mathematics Science and Technology Visual &

Declarative and Procedural knowledge that students will

Declarative Knowledge Procedural

Unit Title: Applications of Probability

Grade Level / Course: High School SMII Time Span: 25 days

English Language Arts Mathematics Science and Technology Visual &

Students should know the basics of probabilities, such as the definition of a

Probability plays a huge role in making decisions about events, such as in

Declarative and Procedural knowledge that students will

Declarative Knowledge Procedural

Unit Title: Similarity and Right Triangles

Grade Level / Course: High School SMII Time Span: 30 days

English Language Arts Mathematics Science and Technology Visual &

branches of the military.

Declarative and Procedural knowledge that students will

Declarative Knowledge Procedural

Unit Title: Circles, Areas, and Volumes

Grade Level / Course: High School SMII Time Span: 20 weeks

English Language Arts Mathematics Science and Technology Visual &

Declarative and Procedural knowledge that students will

Declarative Knowledge Procedural

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