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Algebra II - Systems of Equations - Unit 2

Essential Questions:

1.  Systems of equations can be solved by graphing, substitution, elimination, and matrices.

2.  The solution to a system of inequalities is called a feasible region.

3.  Systems of equations are used to solve real world problems in finance and business.

Curriculum Guide, Units Math Strasburg School District
Algebra II - Exponential Functions - Unit 8

Essential Questions:

1.  Exponential functions are inverses of logarithmic functions.

2.  Exponential and logarithmic equations are solved using the properties of exponents and logarithms.

3.  Graphs of exponential and logarithmic functions are used to interpret data in financial, science, and business applications.

Curriculum Guide, Units Math Strasburg School District
Algebra II - Functional Form and Design - Unit 1

Inquiry Questions (Engaging- Debatable):

Why are functions necessary to the design and building of skyscrapers? (MA10-GR.HS-S.2-GLE.1-IQ.7)

Curriculum Guide, Units Math Colorado's Sample Instructional Units Resource Bank
Algebra II - Independently Lucky - Unit 6

Inquiry Questions (Engaging- Debatable):

How does probability relate to obtaining car insurance? (MA10-GR.HS-S.3-GLE.3-IQ.3)
Why is it hard for humans to determine if a set of numbers was created randomly?

Curriculum Guide, Units Math Colorado's Sample Instructional Units Resource Bank
Algebra II - Inferences and Conclusions - Unit 9

Essential Questions:

1.  Inferences are made by use of a random sample from a population in surveys, observational studies, and experiments.

2.  Theoretical probability is used to make a prediction for a random event to occur, whereas experimental probability gives the actual result of a random event.

3.  The addition rule and the multiplication rule are used to determine probabilities of a union of events and an intersection of events, respectively

Curriculum Guide, Units Math Strasburg School District
Algebra II - Logarithmic Log Jams - Instructional Unit 2

Enhanced and Updated - November 2015 - This updated instructional unit includes learning experiences, teacher and student resources, assessment ideas, and differentiation options. The storyboard document provides a roadmap of teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging- Debatable):

What is the best way of paying of debt on multiple credit cards?
What financial phenomena can be modeled with exponential and linear functions? (MA10-GR.HS-S.2-GLE.2-IQ.3)

Curriculum Guide, Units Math Colorado's Sample Instructional Units Resource Bank
Algebra II - Planning for High School Mathematics - All Units

Seven (7) Algebra II Units in a single curriculum planning document and Curriculum at a Glance overview

Colorado's District Sample Curriculum Project By Content Area
Curriculum Guide, Units Math Colorado's Sample Instructional Units Resource Bank
Algebra II - Poly Want a Nomial? - Unit 3

Inquiry Questions (Engaging- Debatable):

What is the square root of negative 1? What are the implications of having a solution to this problem?
How did the ancient Greeks multiply binomials and find roots of quadratic equations without algebraic notations? (MA10-GR.HS-S.2-GLE.3-IQ.2)

Curriculum Guide, Units Math Colorado's Sample Instructional Units Resource Bank
Algebra II - Polynomials - Unit 4

Essential Questions:

1.  Performing operations on polynomials involve use of concepts such as:  gathering like terms, distributive property, long division, and synthetic division.

2.  Polynomials can be factored using factoring patterns, use of a quadratic form of the polynomial, factor theorem, and solved using the remainder theorem.

3.  Looking for the turning points or zeros of a function highlights trends in data for forecasting such things are population growth or potential evolutionary relationships.

4.  The degree of a polynomial determines the number of zeros of the related polynomial function.

Curriculum Guide, Units Math Strasburg School District
Algebra II - Quadratic Equations - Unit 3

Essential Questions:

1.  The forms of quadratic equations are standard (ax2 + bx + c = 0), factored (  a(x + b)(x + c) = 0 ), and vertex ( a(x – h)2 + b = 0 )

2.  You can solve quadratic equations by factoring, completing the square and the quadratic formula.

3.  The graph of a quadratic function is a parabola.

Curriculum Guide, Units Math Strasburg School District
Algebra II - Radical Expressions - Unit 5

Essential Questions:

1.  Radicals can be written as a rational exponent.

2.  Radical expressions can be simplified using the properties of exponents.

3.  Radical equations can be solved numerically, analytically, and graphically.

Curriculum Guide, Units Math Strasburg School District
Algebra II - Radically Rational -Unit 4

Inquiry Questions (Engaging- Debatable):

How are the models of rational and radical equations related?
Can the graphs of rational and radical functions be transformed in the same way as quadratic and linear functions?

Curriculum Guide, Units Math Colorado's Sample Instructional Units Resource Bank
Algebra II - Rational Expressions - Unit 6

Essential Questions:

1.  Simplify rational expressions by using the properties of fractions and polynomials.

2.  Solve rational equations numerically, analytically, and graphically.

3.  To graph a rational function, you need to utilize the domain and asymptotes.

Curriculum Guide, Units Math Strasburg School District
Algebra II - Survey Says…- Instructional Unit 7

Enhanced and Updated - November 2014 - This updated instructional unit includes learning experiences, teacher and student resources, assessment ideas, and differentiation options. The storyboard document provides a roadmap of teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging- Debatable):


When should sampling be used? When is sampling better than a census? (MA10-GR.HS-S.3-GLE.2-IQ.3)

Curriculum Guide, Units Math Colorado's Sample Instructional Units Resource Bank
Algebra II - Trickster Trigonometry - Unit 5

Inquiry Questions (Engaging- Debatable):

How does the periodicity in the unit circle correspond to the periodicity in graphs of models of periodic phenomena? (MA10-GR.HS-S.2-GLE.2-EO.c)
•Why can the same class of functions model diverse types of situations (e.g., sales, manufacturing, temperature, and amusement park rides)?

Curriculum Guide, Units Math Colorado's Sample Instructional Units Resource Bank