Jefferson County Schools
Jefferson County Schools

Mathematics - Algebra II Advanced

Mathematics

The Tennessee Mathematics Framework for grades 9 through 12 includes skills for many different High School level courses, and contains the following process standards:

MATHEMATICS AS PROBLEM SOLVING

The study of mathematics must emphasize Problem Solving opportunities which require various approaches to investigate, understand, and apply mathematical concepts.
The development of each learner’s ability to solve problems is essential if he or she is to be a productive citizen. We strongly endorse the first recommendation of An Agenda for Action (NCTM, 1980): "Problem solving must be the focus of school mathematics." To develop such abilities, students need to work on problems that may take hours, days, and even weeks to solve. Some may be relatively simple exercises to be accomplished independently; some should involve small groups or an entire class working cooperatively; and some problems should also be open-ended with no single right answer.
"Mathematics as Problem Solving" emphasizes the learners’ use of a broad base of strategies to:
Investigate and understand mathematical content
Recognize and formulate problems from within and outside of mathematics
Use mathematical modeling and appropriate technology to solve a wide variety of problems, including real-world problems.
Generalize solutions and strategies, applying them to new problems
Increase confidence in their ability to use mathematics meaningfully and to become independent problem solvers.

MATHEMATICS AS COMMUNICATION

The study of mathematics must emphasize Communication by requiring opportunities to explain, conjecture, summarize, and defend one’s ideas orally, in writing, and through the use of technology.
The development of a learner’s power to think mathematically involves learning the signs, symbols, and terms of mathematics. This is best accomplished in problem situations in which students have an opportunity to read, write, and discuss ideas in which the use of the language of mathematics becomes natural. As students communicate their ideas, they learn to clarify, refine, and consolidate their answers.
"Mathematics as Communication" focuses on the learners’ development of using language and symbols to:
Reflect and clarify thinking about mathematical ideas and situations
Express mathematical ideas and relationships, orally, in writing, and with physical material, pictures, and diagrams
Understand and value the role of mathematical notation
Realize that representing, discussing, listening, writing, and reading mathematics are vital aspect of mathematics study and use
Use mathematical notation to formulate generalizations.

MATHEMATICS AS REASONING

The study of mathematics must emphasize Reasoning which requires critical thinking, logical argument, and justification of solutions, of thought processes, and of conjectures.
Making conjectures, gathering evidence, and building an argument to support such notions are fundamental to doing mathematics. In fact, a demonstration of good reasoning should be rewarded even more than the learner’s ability to find correct answers.
"Mathematics as Reasoning" concentrates on leading the learners to:
Make and test mathematical conjectures
Make, follow, and judge the value of mathematical arguments
Draw logical conclusions
Justify solution-finding processes and answers.

MATHEMATICAL CONNECTIONS

The study of mathematics must emphasize making Connections among the various topics within mathematics, between mathematics and other disciplines, and between mathematics and "real world" situations.
The mathematics curriculum is often viewed as consisting of several discrete stands; so topics tend to be taught in isolation. Unless the learners connect ideas both among and between areas of mathematics, they learn isolated skills rather than develop the ability to recognize general principles and procedures relevant to several areas. Connecting conceptual understanding to procedures will enable learners to apply, recreate, and invent new procedures when needed. Failure to connect conceptual understanding to procedures results in a view of mathematics as an arbitrary set of rules. Learners should have many opportunities to observe and work with the interaction of mathematics with other subjects and with everyday society. Problems become meaningful when they relate to the learners’ experiences. Mathematics must be integrated into contexts that give its symbols and processes practical meaning. The school environment is rich with opportunities to use mathematics in other subject areas as well as other subject area content in mathematics.
"Mathematical Connections" concentrate on enabling the learners to:
Appreciate mathematics as an integrated whole, linking conceptual and procedural knowledge within the discipline and relating multiple representations of concepts or procedures to one another.
Apply mathematical thinking and modeling to solve substantial problems that arise in other disciplines and curriculum areas, such as art, business, music, psychology, industrial arts, computer technology, social studies, and sciences, such as biology, chemistry, and physics.
Use, recognize, and value the varied roles of mathematics in their lives, cultures, and society.

The Principles and Standards for School Mathematics describe the mathematical understanding, knowledge, and skills that students should acquire from prekindergarten through grade 12.

Algebra I is the Tennessee End-of-course test that must be passed before graduation to earn a high school diploma.

Algebra II Advanced

The Tennessee Mathematics Framework for grades 9 through 12 outlines skills to be taught in Algebra II.


Algebraic Concepts
The Algebraic Concepts Unit includes Competencies/Objectives which focus on algebraic equations and operations. Students explore the symbolic nature of algebraic concepts by identifying and extending patterns in algebra, by following algebraic procedures, and by proving theorems with properties.

    Expressions: Operations/Justification
The learner will be able to perform operations on expressions and give justification of the procedures selected.
Strand Bloom's Scope Hours Source
Expressions Master TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29
  
    Inverse: Explain/Illustrate
The learner will be able to informally explain and illustrate the concept of inverse.
Strand Bloom's Scope Hours Source
Inverse Operations Master TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29
  
    Linear System of Equations: Solve
The learner will be able to obtain solutions to linear systems employing a variety of methods including matrices.
Strand Bloom's Scope Hours Source
Linear Systems of Inequalities Application Master 1.5 TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30
  
    Absolute Value: Connect
The learner will be able to connect concrete, graphical, oral, and symbolic illustrations of absolute value.
Strand Bloom's Scope Hours Source
Absolute Value Analysis Master 1.5 TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29
  
    Inverse Operations: Describing
The learner will be able to describe the inverse operations of addition/subtraction and multiplication/division.
Strand Bloom's Scope Hours Source
Inverse Operations Comprehension Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29
  
    Inverse Operations: Use
The learner will be able to use inverse operations.
Strand Bloom's Scope Hours Source
Inverse Operations Application Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29
  
    Inverse Operations: Use
The learner will be able to use the concept of inverse.
Strand Bloom's Scope Hours Source
Inverse Operations Application Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29
  
    Inverse Operations: Model
The learner will be able to model inverse operations.
Strand Bloom's Scope Hours Source
Inverse Operations Application Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29
  
    Algebraic Concepts: Interpret
The learner will be able to interpret the outcomes of algebraic procedures.
Strand Bloom's Scope Hours Source
Algebraic Concepts Analysis Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30
  
    Variable: Describe
The learner will be able to describe the definition of a variable in an expression, equation, and inequality.
Strand Bloom's Scope Hours Source
Variable Comprehension Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30
  
    Variables: Solve Inequalities
The learner will be able to apply the idea of a variable in obtaining solutions to inequalities.
Strand Bloom's Scope Hours Source
Variable Application Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30
  
    Variable: Expression/Equation
The learner will be able to use the concept of variable to simplify expressions and obtain solutions to equations.
Strand Bloom's Scope Hours Source
Variable Application Master 2.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30
  
    Solution Methods: Appropriate Tools
The learner will be able to compute using appropriate tools such as mental math, technology, manipulatives, and pencil-and-paper.
Strand Bloom's Scope Hours Source
Solution Methods Master TN: End-of-Course tests, 2001, Algebra II, 2.0 week tested: 16.
  
    Linear System of Equations: Solve
The learner will be able to apply a variety of procedures to find the solution to linear systems in two variables.
Strand Bloom's Scope Hours Source
Linear Systems of Inequalities Application Master 1.5 TN: End-of-Course tests, 2001, Algebra II, 3.0 PIT Level 2 week tested: 16.
  
    Equations: Linear/Three Variables
The learner will be able to find the traces of a linear equation in three variables.
Strand Bloom's Scope Hours Source
Equations Comprehension Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 5.0 PIT Level 3 week tested: 16.
  
    Equations: Choose/Pattern
The learner will be able to choose the algebraic equation that generalizes the pattern in a given table of data.
Strand Bloom's Scope Hours Source
Equations Application Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 3.0 PIS Level 1 week tested: 16.
  
    Equations: Translating/Verbal Sentence
The learner will be able to make translations of verbal sentences into algebraic equations.
Strand Bloom's Scope Hours Source
Equations Synthesis Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 3.0 PIS Level 1 week tested: 16.
  
    Linear Equations: Solve/Parentheses
The learner will be able to obtain solutions to linear equations that involve more than two steps and have one set of parentheses on each side of the equation.
Strand Bloom's Scope Hours Source
Linear Equations Application Master 0.5 TN: End-of-Course tests, 2001, Algebra II, 3.0 PIS Level 1 week tested: 16.
  
    Linear Equations: Predict Transformation
The learner will be able to predict the transformation of the graph that exists when coefficients and/or constants of the corresponding linear equations are changed.
Strand Bloom's Scope Hours Source
Linear Equations Analysis Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 3.0 PIS Level 2 week tested: 16.
  
    Absolute Value: Match/Graph
The learner will be able to match a set of absolute value data to its graph on the coordinate plane.
Strand Bloom's Scope Hours Source
Absolute Value Knowledge Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 1.0 PIS Level 2 week tested: 16.
  
    Absolute Value: Investigate/Number Line
The learner will be able to investigate a variety of representations of absolute value on a number line.
Strand Bloom's Scope Hours Source
Absolute Value Analysis Master 0.5 TN: End-of-Course tests, 2001, Algebra II, 1.0 PIT Level 1 week tested: 16.
  
    Expressions: Operations/Rational
The learner will be able to conduct basic operations on rational expressions.
Strand Bloom's Scope Hours Source
Expressions Application Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 2.0 PIT Level 2 week tested: 16.
  
    Expressions: Add/Algebraic
The learner will be able to add algebraic expressions.
Strand Bloom's Scope Hours Source
Expressions Application Master 0.5 TN: End-of-Course tests, 2001, Algebra II, 2.0 PIS Level 2 week tested: 16.
  
    Expressions: Subtract/Algebraic
The learner will be able to subtract algebraic expressions.
Strand Bloom's Scope Hours Source
Expressions Application Master 0.5 TN: End-of-Course tests, 2001, Algebra II, 2.0 PIS Level 2 week tested: 16.
  
    Expressions: Multiply/Algebraic
The learner will be able to multiply algebraic expressions.
Strand Bloom's Scope Hours Source
Expressions Application Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 2.0 PIS Level 2 week tested: 16.
  
    Polynomials: Multiply/Two/Binomials
The learner will be able to perform multiplication on two polynomials with each polynomial having two terms or less.
Strand Bloom's Scope Hours Source
Polynomials Application Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 2.0 PIS Level 1 week tested: 16.
  
    Polynomials: Determine/Roots
The learner will be able to calculate all of the roots of higher order polynomials.
Strand Bloom's Scope Hours Source
Polynomials Application Master 1.5 TN: End-of-Course tests, 2001, Algebra II, 3.0 PIT Level 2 week tested: 16.
  
    Binomials: Area Representation
The learner will be able to choose the area illustration for a specific product of two binomials.
Strand Bloom's Scope Hours Source
Polynomials Application Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 2.0 PIS Level 3 week tested: 16.
  
    Radicals: Explain/Variable/Restrictions
The learner will be able to describe the restrictions on the variables in radical equations.
Strand Bloom's Scope Hours Source
Radicals Comprehension Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 3.0 PIT Level 2 week tested: 16.
  
    Quadratic Equation: Select/Procedure
The learner will be able to select an appropriate procedure to find the roots of a quadratic equation.
Strand Bloom's Scope Hours Source
Quadratic Equations/Formula Application Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 3.0 PIT Level 2 week tested: 16.
  
    Exponents: Simplify/Expressions
The learner will be able to simplify expressions containing rational and negative exponents.
Strand Bloom's Scope Hours Source
Exponents Application Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 1.0 PIS Level 2 week tested: 16.
  
    Operations: Justify/Methods
The learner will be able to justify the methods selected when operations on algebraic equations and expressions are conducted.
Strand Bloom's Scope Hours Source
Operations Evaluation Master 1.5 TN: End-of-Course tests, 2001, Algebra II, 2.0 PIT Level 3 week tested: 16.
  
    Inverse Operations: Describe
The learner will be able to describe inverse operations.
Strand Bloom's Scope Hours Source
Inverse Operations Comprehension Master 0.5 TN: End-of-Course tests, 2001, Algebra II, 1.4 week tested: 16.
  
    Inverse Operations: Articulate
The learner will be able to articulate the concept of inverse.
Strand Bloom's Scope Hours Source
Inverse Operations Comprehension Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 1.3 week tested: 16.
  
    Inverse Operations: Complex
The learner will be able to find the multiplicative inverse of a complex number.
Strand Bloom's Scope Hours Source
Inverse Operations Application Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 1.0 PIT Level 3 week tested: 16.
  
    Inverse Operations
The learner will be able to choose the inverse notation of powers and roots.
Strand Bloom's Scope Hours Source
Inverse Operations Application Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 1.0 PIT Level 2 week tested: 16.
  
    Inverse Operations: Model
The learner will be able to model the concept of inverse.
Strand Bloom's Scope Hours Source
Inverse Operations Application Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 1.3 week tested: 16.
  
    Algebraic Concepts: Real World
The learner will be able to use the results of algebraic processes in real-world situations.
Strand Bloom's Scope Hours Source
Algebraic Concepts Application Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 3.0 PIT Level 2 week tested: 16.
  
    Logarithms: Simplifying
The learner will be able to use logarithmic properties to simplify expressions.
Strand Bloom's Scope Hours Source
Logarithms Application Master 1.5 TN: End-of-Course tests, 2001, Algebra II, 2.0 PIT Level 2 week tested: 16.
  
    Number Sense: LCM/GCF/Algebraic
The learner will be able to compare and differentiate between the least common multiple (LCM) and greatest common factor (GCF) of a set of algebraic expressions.
Strand Bloom's Scope Hours Source
Number Sense Analysis Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 2.0 PIT Level 1 week tested: 16.
  
    Binomial Expansion: Factorial
The learner will be able to apply factorial notation to the coefficients in a binomial expansion.
Strand Bloom's Scope Hours Source
Binomial Expansion Application Master 0.5 TN: End-of-Course tests, 2001, Algebra II, 1.0 PIT Level 3 week tested: 16.
  
    Symbols: Delta Notation/Real World
The learner will be able to represent rates of change in real world situations using delta notation.
Strand Bloom's Scope Hours Source
Symbols Application Master 0.5 TN: End-of-Course tests, 2001, Algebra II, 1.0 PIT Level 2 week tested: 16.
  
    Operations: Develop/Proficiency
The learner will be able to develop proficiency in operations with real numbers, vectors, and matrices, by applying mental math or paper and pencil computations for simple problems, and by applying technology for the more complex problems.
Strand Bloom's Scope Hours Source
Operations Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  
    Rates: Estimate/Interpret
The learner will be able to estimate and interpret rates of change using graphical and numerical data.
Strand Bloom's Scope Hours Source
Rates Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Algebra Standard
  
    Symbols: Manipulation
The learner will be able to assess the meaning, usefulness, and reasonableness of the results of symbol manipulations, including those performed using technology.
Strand Bloom's Scope Hours Source
Symbols Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Algebra Standard
  
    Operations: Relationships
The learner will be able to comprehend the relationships among operations.
Strand Bloom's Scope Hours Source
Operations Comprehension Master 2.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  
    Algebraic Concepts: Symbolism/Apply
The learner will be able to apply algebraic symbolism as a tool to represent mathematical relationships.
Strand Bloom's Scope Hours Source
Algebraic Concepts Application Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Algebra Standard
  
    Algebraic Concepts: Apply/Symbolism
The learner will be able to apply algebraic symbolism as a tool to describe mathematical relationships.
Strand Bloom's Scope Hours Source
Algebraic Concepts Application Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Algebra Standard
  
    Computation: Fluency
The learner will be able to compute fluently.
Strand Bloom's Scope Hours Source
Computation Application Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  
    Computations: Assess/Reasonableness
The learner will be able to assess the reasonableness of numerical computations.
Strand Bloom's Scope Hours Source
Computation Evaluation Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  
    Computations: Assess/Reasonableness
The learner will be able to assess the reasonableness of the results of numerical computations.
Strand Bloom's Scope Hours Source
Computation Evaluation Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  

Calculus and Pre-Calculus
The Calculus/Pre-Calculus Unit includes Competencies/Objectives which focus on calculus concepts. Students study limits, matrix algebra, functions, vectors, conic sections, mathematical induction, and sequence and series using graphical calculators, computers, and models. The Calculus/Pre-Calculus Unit includes Competencies/Objectives which focus on calculus concepts. Students study limits, matrix algebra, functions, vectors, conic sections, mathematical induction, and sequence and series using graphical calculators, computers, and models.

    Matrices: Real World Problem
The learner will be able to apply matrices in real world problem solving.
Strand Bloom's Scope Hours Source
Matrices Application Master 1.5 TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 29
  
    Complex Numbers: Conjugate
The learner will be able to determine the conjugate of a given complex number.
Strand Bloom's Scope Hours Source
Complex Numbers Application Master 0.5 TN: End-of-Course tests, 2001, Algebra II, 1.0 PIS Level 3 week tested: 16.
  
    Complex Numbers: Simple Operations
The learner will be able to perform fundamental operations with complex numbers.
Strand Bloom's Scope Hours Source
Complex Numbers Application Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 1.0 PIS Level 2 week tested: 16.
  
    Matrices: Area/Triangle
The learner will be able to apply matrices to find the area of a triangle on a coordinate plane.
Strand Bloom's Scope Hours Source
Matrices Application Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 5.0 PIS Level 3 week tested: 16.
  
    Matrices/Vectors: Comprehension
The learner will be able to build a comprehension of the properties of, and representations for, the addition and multiplication of vectors and matrices.
Strand Bloom's Scope Hours Source
Matrices Master National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  
    Complex Numbers: Comprehend/Solutions
The learner will be able to comprehend complex numbers as solutions to quadratic equations that do not have real solutions.
Strand Bloom's Scope Hours Source
Complex Numbers Comprehension Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  
    Matrices: Comprehend/Real Numbers
The learner will be able to comprehend matrices as systems that have some of the properties of the real number system.
Strand Bloom's Scope Hours Source
Matrices Comprehension Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  
    Vectors: Comprehend/Real Numbers
The learner will be able to comprehend vectors as systems that have some of the properties of the real number system.
Strand Bloom's Scope Hours Source
Vectors Comprehension Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Number and Operations Standard
  

Data Interpretation
The Data Interpretation Unit includes Competencies/Objectives which focus on the study and use of graphical forms. Students collect and classify data, organize and display data, use logical reasoning, and problem solving. The Data Interpretation Unit includes Competencies/Objectives which focus on the study and use of graphical forms. Students collect and classify data, organize and display data, use logical reasoning, and problem solving.

    Graphs: Draw/Interpret
The learner will be able to draw and/or interpret graphs which model real world phenomena.
Strand Bloom's Scope Hours Source
Graphing Master TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30
  
    Data Collection: Technology
The learner will be able to gather data using appropriate technology.
Strand Bloom's Scope Hours Source
Data Collection and Classification Comprehension Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30
  
    Scatterplots: Equation/Line of Best Fit
The learner will be able to determine the equation for the best fit line for a given scatterplot of real world data.
Strand Bloom's Scope Hours Source
Scatterplots Application Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 4.0 PIS Level 2 week tested: 16.
  
    Scatterplots: Correlation/Real World
The learner will be able to classify the correlation of a scatterplot that uses real world data.
Strand Bloom's Scope Hours Source
Scatterplots Analysis Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 4.0 PIS Level 2 week tested: 16.
  
    Graphs: Model/Real World
The learner will be able to use functions and graphs to model real world events.
Strand Bloom's Scope Hours Source
Graphing Application Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 3.14 week tested: 16.
  
    Graphs: Interpret/Real World
The learner will be able to interpret graphs that model real world phenomena.
Strand Bloom's Scope Hours Source
Graphing Analysis Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 3.13 week tested: 16.
  
    Graphs: Connect/Real World
The learner will be able to connect graphs to the real world situations they illustrate.
Strand Bloom's Scope Hours Source
Graphing Synthesis Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 3.0 PIS Level 1 week tested: 16.
  
    Data Collection
The learner will be able to collect data.
Strand Bloom's Scope Hours Source
Data Collection and Classification Comprehension Master 0.5 TN: End-of-Course tests, 2001, Algebra II, 4.0 week tested: 16.
  
    Data Collection: Organize
The learner will be able to organize data.
Strand Bloom's Scope Hours Source
Data Collection and Classification Application Master 1.0 TN: End-of-Course tests, 2001, Algebra II, 4.0 week tested: 16.
  
    Scatterplots: Understand
The learner will be able to understand scatterplots.
Strand Bloom's Scope Hours Source
Scatterplots Comprehension Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Data Analysis and Probability Standard
  
    Scatterplots: Create
The learner will be able to create a scatterplot to display data.
Strand Bloom's Scope Hours Source
Scatterplots Synthesis Master 1.0 National Council of Teachers of Mathematics (NCTM), 2000, Grade 12, Data Analysis and Probability Standard
  

Functions
The Functions Unit includes Competencies/Objectives which focus on exploring polynomial, rational, exponential, logarithmic, trigonometric, and circular functions. The Functions Unit includes Competencies/Objectives which focus on exploring polynomial, rational, exponential, logarithmic, trigonometric, and circular functions.

    Functions: Explain
The learner will be able to explain the domain and range of functions and describe restrictions imposed by either the operations or by the real world scenario which the functions illustrate.
Strand Bloom's Scope Hours Source
Functions Master TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30
  
    Functions: Understand Behavior
The learner will be able to illustrate understanding of the behavior of quadratic, exponential, periodic, and logarithmic functions and their graphs.
Strand Bloom's Scope Hours Source
Functions Master TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30
  
    Graphing: Analyze/Explain Behavior
The learner will be able to study graphs to explain the behavior of functions.
Strand Bloom's Scope Hours Source
Graphing Functions Analysis Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30
  
    Representations: Functions
The learner will be able to represent many different functions.
Strand Bloom's Scope Hours Source
Representations of Functions Application Master 1.5 TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30
  
    Problem Solving: Linear Programming
The learner will be able to solve real world problems using linear programming.
Strand Bloom's Scope Hours Source
Problem Solving Application Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30
  
    Functions: Identify
The learner will be able to recognize functions.
Strand Bloom's Scope Hours Source
Functions Knowledge Master 0.5 TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30
  
    Functions: Recognize
The learner will be able to recognize the attributes of families of functions.
Strand Bloom's Scope Hours Source
Functions Comprehension Master 0.5 TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30
  
    Functions: Explain
The learner will be able to explain the attributes of families of functions.
Strand Bloom's Scope Hours Source
Functions Comprehension Master 0.5 TN: Curriculum Framework (9-12), January 30, 1998, Algebra II, p. 30
  
    Functions: Describe
The learner will be able to describe the results of changing parameters of a parent function.
Strand Bloom's Scope Hours Source
Functions Comprehension Master 1.0