Math 2 In Depth Curriculum Guide
Math 2 Big Ideas:
Algebra & Functions:

Quadratic

Square Root

Inverse Variation
Geometry:

Congruence

Similarity

Right Triangle Trigonometry

Special Right Triangles
Statistics & Probability:

Categorical Data and Twoway Tables

Addition and Multiplication Rules

Conditional Probability

Independent Events

Experimental & Theoretical Probabilities
Testing Specification:

Num & Quan 310%

Algebra 2128%

Functions 1825%

Geometry 2734%

Stats & Prob 1522%
Important Documents:

Math 2  Math Resources for Instruction (MRIs)  old unpacking documents
Web Resources:

Desmos  Virtual Graphing Calculator  on exam
Unit 1: Algebra
Pacing
*Adding, Subtracting, and Multiplying Polynomials
NC.M2.AAPR.1

I can add, subtract, and multiply polynomials.

Write polynomials on the faces of cubes and have students roll the cubes to get problems to add, subtract, and multiply
1
*Rational Exponents
NC.M2.NRN.1, NC.M2.NRN.2
1
*Simplifying Radical Expressions
NC.M2.NRN.1, NC.M2.NRN.2

Exponents and Radicals  “I have...you have” activity

Solving radical equations will come later in Unit 2 when students work with the inverse of quadratics
1
*Properties of Rational and Irrational Numbers
NC.M2.NRN.3
1
Review & Assessment
1
Total Days
6
Unit 2: Functions
Pacing
C2 U5 L1I 1: Function Notation
NC.M2.ASSE.1, NC.M2.FIF.4

Can skip if needed to save time, a good review of function notation that students have learned from Math 1

Watch Olympic luge runs to start inverse (make sure to look up ahead of time, there are some bad ending luge videos)
1
C2 U1 L1 I1: On a Roll
NC.M2.ACED.1, NC.M2.FBF.1, NC.M2.FIF.7

Include OYO #1, 3, 13

Need ramps for this activity  can use PVC pipe with holes cut every foot, can stack books as the ramp stand
2
C2 U1 L1 I2: Power Models
NC.M2.ASSE.1, NC.M2.FIF.9

Focus on the constant of proportionality, end behavior, line of symmetry, asymptotes

Include OYO #7, 15
1.5
Quiz
.5
*Quadratics Introduction/Review
NC.M2.FIF.7, NC.M2.ACED.1

Review their previous understanding of quadratics, the graph and factoring. Students only know how to solve by factoring and graphing at this point. Think of previous work with pumpkin chunking.
1
C2 U5 L1 I3: Expanding and Factoring
NC.M2.ASSE.1

Students have already learned how to do this by this point, can skip or use as a good review, but making sure you are using factoring to solve

Extra practice OYO #11, 12
2
C2 U5 L1 I2: Designing Parabolas
NC.M2.F.IF.4, NC.M2.FBF.1

Extra practice in OYO #810
2
Quiz
.5
C2 U5 L1 I4: Solving Quadratic Equations
NC.M2.ASSE.1, NC.M2.NCN.1, NC.M2.AREI.4

Making sure students know when a quadratic would yield 0, 1, or 2 solutions

Extra practice OYO #1315

Great video to work with Quadratic Formula  Do The Quad Solve
2
*Complex Numbers
NC.M2.NCN.1, NC.M2.AREI.4

Can pull from  C3 U5 L2 I2: Complex #’s with Quadratic Formula  Access here
1
*Complete the Square
NC.M2.ASSE.3, NC.M2.FIF.8

Have students manipulate algebra tiles, whether physically or virtually, essential for them to visually see about completing the square, do they have too many or not enough squares?

Vertex Form and Completing the Square from CorePlus Course 3
2
Quiz
.5
*Vertex Form
NC.M2.ASSE.3, NC.M2.FIF.8
1
*Quadratic Key Features
NC.M2.ASSE.1, NC.M2.FIF.7, NC.M2.FIF.9
1
Quiz
.5
*Inverse of Quadratics  Square Root Functions
NC.M2.ASSE.1, NC.M2.AREI.2, NC.M2.FIF.7, NC.M2.FIF.9

Have students discuss inverse and what they think it means, have them discover square root functions by learning they are in the inverse of quadratic functions and what that means
1
*Solving Square Root Functions
NC.M2.AREI.1, NC.M2.ACED.1

Several Activities  Illustrative Mathematics  “Canoe Trip” and “Who Wins the Race”
1
Quiz
.5
*Transformations of Functions
NC.M2.FBF.3

Have students stand up and do these as “Mathercises” having them move their body and arms as you change the function  Mathercises with Arms

Square Root Card Sort Translations  pg. 335
1.5
Review & Assessment
2
Total Days
24.5
Unit 3: Solving Systems
Pacing
C2 U5 L2 I1: Supply and Demand
NC.M2.ACED.2, NC.M2.ACED.3, NC.M2.AREI.2, NC.M2.AREI.11

At the end of investigation, review ALL possibilities of solutions for a linear and inverse system, including different positions to give number of solutions
1.5
C2 U5 L2 I2: Making More by Charging Less
NC.M2.ACED.2, NC.M2.ACED.3, NC.M2.AREI.7

Include OYO #3, 710, 13
1.5
*Create and Solve Systems of All Functions
NC.M2.ACED.3, NC.M2.AREI.11
1
*Solving Systems Algebraically

Card Sort  MARS  Students are given a variety of different rules and they have to figure out whether they are always, sometimes, or never equivalent in whatever method they choose
1
Review & Assessment
1.5
Total Days
6.5
Unit 4: Geometry
Pacing
C2 U3 L2 I1: Modeling Rigid Transformations
NC.M2.FIF.1, NC.M2.FIF.2, NC.M2.GCO.2, NC.M2.GCO.4, NC.M2.GCO.5

Start off watching “The Tech of Shrek” or “Making of Avatar”  students can see how where transformation of geometry is applied in animation

Discuss similarity vs. congruence of the figures

Stress the importance of “rigidness” of these transformation
3
C2 U3 L2 I2: Modeling Size Transformations
GSRT.1, NC.M2.FIF.1, NC.M2.FIF.2, NC.M2.GCO.2, NC.M2.GSRT.1, NC.M2.GSRT.2

The investigation only deals with a center of (0,0)

Discuss similarity vs. congruence of the figures
1
*Combining Transformations
NC.M2.FIF.1, NC.M2.FIF.2, NC.M2.GCO.2, NC.M2.GCO.4, NC.M2.GCO.5

Practice doing two or more transformation  sequence transformations

Discuss similarity vs. congruence of the figures

Card matching activity  Representing and Combining Transformations
1
*Symmetry in Rotations and Reflections
NC.M2.GCO.3
1
Review & Assessment
1.5
Total Days
7.5
Unit 5: Triangles and Trigonometry
Pacing
*Rigidness & Properties of Rigid Motion
NC.M2.GCO.5

Can pull from Course 1, Unit 6, Lesson 1, Investigation 1, questions #57  using linkage strips to make quadrilaterals, as you add a diagonal what happens to the shape and why is that important?
1
*Triangle Congruence
NC.M2.GCO.8, NC.M2.GSRT.3

Can pull from Course 1, Unit 6, Lesson 1, Investigation 1  Congruent Shapes  Extra practice OYO #46
2
*Similarity and Congruence in Triangle Transformations
NC.M2.GCO.6, NC.M2.GCO.7, NC.M2.GSRT.2, NC.M2.GSRT.3

Similar Triangles  Meredith Navigating the 7 C’s

Practice for triangle congruence (no proof)
1
Quiz
.5
C2 U7 L1 I1: Connecting Angles Measures
NC.M2.GSRT.6, NC.M2.GSRT.8

Standard specifically says to use side ratios to lead the the definitions of trig ratios  meaning you should not just tell them the trig ratios, they need to discover the relationship
2
C2 U7 L1 I2: Measuring without Measuring
NC.M2.GSRT.6, NC.M2.GSRT.8

Make sure students do OYO #20 on page 481 for complementary angles
1.5
C2 U7 L1 I3: What’s the Angle?
NC.M2.GSRT.6, NC.M2.GSRT.8

This video is a great video to introduce here Getting Triggy With It
1
*Special Right Triangles
NC.MW.GSRT.12

454590 & 306090
1.5
*Trigonometry Practice
NC.M2.GSRT.8

Just some added time to practice more  could have students make up real life scenarios and then other students must draw and solve
1.5
Review & Assessment
2
Total Days
14
Unit 6: Proofs
Pacing
*Prove Theorems About Lines and Angles
NC.M2.GCO.9

Vertical angles are congruent

When a transversal crosses parallel lines, alternate interior angles are congruent

When a transversal crosses parallel lines, corresponding angles are congruent

Points are on a perpendicular bisector of a line segment if and only if they are equidistant from the endpoints of the segment

Use congruent triangles to justify why the bisector of an angle is equidistant from the sides of the angle
2
*Prove Theorems About Triangles
NC.M2.GCO.10, NC.M2.GSRT.4

A line parallel to one side of a triangle divides the other two sides proportionally and its converse

The Pythagorean Theorem

Sum of measures of the interior angles of triangle is 180 degrees

An exterior angle of a triangle is equal to the sum of its remote interior angles

The base angles of an isosceles triangle are congruent

The segment joining the midpoints of two sides of a triangle is parallel to the third side and half the length
2
*Use Similarity to Prove and Solve
NC.M2.GSRT.2, NC.M2.GSRT.4
2
Review & Assessment
1.5
Total Days
7.5
Unit 7: Probability
Pacing
C1 U8 L1 I1: Probability Distributions
NC.M2.SCP.1

Excellent place to have students gather their own data or have data that is relevant to the students in your classroom
2
C1 U8 L1 I2: The Addition Rule
NC.M2.SCP.7

Think of the words “and” and “or;” you have more of chance to get “red or black”  so when we are working with fractions, you add them to make the number larger (if we multiplied fractions, it makes our number even smaller, which relates to the “and” because it is harder to get a “red and blank”)
2
C1 U8 L2 I1: When It’s A 5050 Chance?
NC.M2.SIC.2

Can skip #68 if needed
1
Quiz
.5
C2 U8 L1 I1: Multiplication Rule
NC.M2.SCP.8

The area and array models are awesome representations of this

Can reference what we said under “The Addition Rule” with and or or  “and” makes something harder to get; therefore, the probability will be smaller, the way to get a smaller number with fractions is when you multiply them
2
C2 U8 L1 I2: Conditional Probability
NC.M2.SCP.3, NC.M2.SCP.4, NC.M2.SCP.4, NC.M2.SCP.6
2
Review & Assessment
2
Total Days
11.6
Total Days: 77.5 days
Honors Math 2:
Trig Unit: Law of Sines and Law of Cosines  GSRT.9, GSRT.11

C2 U7 L2 I1 and I2
Transformations with animations
Operations with complex numbers
Standards to be Address Throughout the Course:

Function notation

Interpret meaning of numbers in context  NC.M2.ASSE.1

Key features of all graphs  NC.M2.FIF.4

Theoretical and practice domain and range

Justify and explain steps

Proofs in general  not just twocolumn

Include units with all work (no naked numbers)