Algebra II Mod1 Module Overview and Assessments

NewYorkStateCommonCore
MathematicsCurriculum
ALGEBRAIIMODULE1
TableofContents1
Polynomial,Rational,andRadical
Relationships
ModuleOverview..................................................................................................................................................3
TopicA:PolynomialsFromBaseTentoBaseX(ASSE.2,AAPR.4)....................................................................x
Lesson1:FromBaseTenArithmetictoPolynomialArithmetic................................................................x
Lesson2:UsingtheAreaModeltoRepresentPolynomialMultiplication................................................x
Lesson3:TheDivisionofPolynomials.......................................................................................................x
Lesson4:ComparingMethodsLongDivisionAgain?.............................................................................x
Lesson5:PuttingitAllTogether................................................................................................................x
Lesson6:Dividingby andby .................................................................................................x
Lesson7:MentalMath..............................................................................................................................x
Lesson8:ThePowerofAlgebraFindingPrimes.....................................................................................x
Lesson9:ThePowerofAlgebraFindingPythagoreanTriples................................................................x
Lesson10:FactoringandtheSpecialRoleofZero....................................................................................x
TopicB:FactoringItsUseandItsObstacles(NQ.2,ASSE.2,AAPR.2,AAPR.3,AAPR.6,FIF.7c)..................x
Lesson11:OvercominganObstacleWhatifaFactorisNotGiventoYouFirst?..................................x
Lesson12:MasteringFactoring.................................................................................................................x
Lesson13:GraphingFactoredPolynomials...............................................................................................x
Lesson14:StructureinGraphsofFactoredPolynomials..........................................................................x
Lesson1516:ModelingwithPolynomialsAnIntroduction...................................................................x
Lesson17:OvercomingaSecondObstacleWhatifthereisaRemainder?...........................................x
Lesson18:TheRemainderTheorem.........................................................................................................x
Lesson19:ModelingRiverbedswithPolynomials....................................................................................x
EachlessonisONEdayandONEdayisconsidereda45minuteperiod.
Module1:
Date:
2012CommonCore,Inc. Allrightsreserved. commoncore.org
Polynomial,Rational,andRadicalRelationships
5/10/13
NYSCOMMONCOREMATHEMATICSCURRICULUM
ModuleOverview
M1
ALGEBRAII
MidModuleAssessmentandRubric..................................................................................................................10
TopicsAthroughB(assessment1day,return1day,remediationorfurtherapplications3days)
TopicC:SolvingandApplyingEquationsPolynomial,Rational,andRadical(AAPR.6,AREI.1,
AREI.2,AREI.4b,AREI.6,AREI.7,GGPE.2)..........................................................................................x
Lesson20:MultiplyingandDividingRationalExpressions........................................................................x
Lesson21:AddingandSubtractingRationalExpressions.........................................................................x
Lesson22:SolvingRationalEquations......................................................................................................x
Lesson23:SystemsofEquations...............................................................................................................x
Lesson24:GraphingSystemsofEquations...............................................................................................x
Lesson25:TheDefinitionofaParabola....................................................................................................x
Lesson26:AreAllParabolasCongruent?..................................................................................................x
Lesson27:AreAllParabolasSimilar?........................................................................................................x
TopicD:ASurprisefromGeometryComplexNumbersOvercomeAllObstacles(NCN.1,NCN.2,
NCN.7,AAPR.6,AREI.2,AREI.4b)........................................................................................................x
Lesson28:OvercomingaThirdObstacleWhatifthereareNoRealNumberSolutions?......................x
Lesson29:ASurprisingBoostfromGeometry..........................................................................................x
Lesson30:ComplexNumbersasSolutionstoEquations..........................................................................x
Lesson31:FactoringExtendedtotheComplexRealm.............................................................................x
Lesson32:AFocusonSquareRoots.........................................................................................................x
Lesson33:SolvingRadicalEquations........................................................................................................x
Lesson34:ObstaclesResolvedASurprisingResult................................................................................x
EndofModuleAssessmentandRubric..............................................................................................................20
TopicsAthroughD(assessment1day,return1day,remediationorfurtherapplications4days)
Module1:
Date:
5/10/13
ModuleOverview
M1
ALGEBRAII
AlgebraIIModule1
Polynomial,Rational,andRadical
Relationships
OVERVIEW
Inthismodule,studentsdrawontheirfoundationoftheanalogiesbetweenpolynomialarithmeticandbase
tencomputation,focusingonpropertiesofoperations,particularlythedistributiveproperty(AAPR.1,A
SSE.2).Studentsconnectmultiplicationofpolynomialswithmultiplicationofmultidigitintegers,anddivision
ofpolynomialswithlongdivisionofintegers(AAPR.1,AAPR.6).Studentsidentifyzerosofpolynomials,
includingcomplexzerosofquadraticpolynomials,andmakeconnectionsbetweenzerosofpolynomialsand
solutionsofpolynomialequations(AAPR.3).Theroleoffactoring,asbothanaidtothealgebraandtothe
graphingofpolynomials,isexplored(ASSE.2,AAPR.2,AAPR.3,FIF.7c).Studentscontinuetobuildupon
thereasoningprocessofsolvingequationsastheysolvepolynomial,rational,andradicalequations,aswellas
linearandnonlinearsystemsofequations(AREI.1,AREI.2,AREI.6,AREI.7).Themoduleculminateswith
thefundamentaltheoremofalgebraastheultimateresultinfactoring.Connectionstoapplicationsinprime
numbersinencryptiontheory,Pythagoreantriples,andmodelingproblemsarepursued.
Anadditionalthemeofthismoduleisthatthearithmeticofrationalexpressionsisgovernedbythesame
rulesasthearithmeticofrationalnumbers.Studentsuseappropriatetoolstoanalyzethekeyfeaturesofa
graphortableofapolynomialfunctionandrelatethosefeaturesbacktothetwoquantitiesintheproblem
thatthefunctionismodeling(FIF.7c).
FocusStandards
Reasonquantitativelyanduseunitstosolveproblems.
NQ.22
Defineappropriatequantitiesforthepurposeofdescriptivemodeling.
Performarithmeticoperationswithcomplexnumbers.
NCN.1
Knowthereisacomplexnumberisuchthati2=1,andeverycomplexnumberhastheforma
+biwithaandbreal.
ThisstandardwillbeassessedinAlgebraIIbyensuringthatsomemodelingtasks(involvingAlgebraIIcontentorsecurelyheldcontentfromprevious
gradesandcourses)requirethestudenttocreateaquantityofinterestinthesituationbeingdescribed(i.e.,thisisnotprovidedinthetask).For
example,inasituationinvolvingperiodicphenomena,thestudentmightautonomouslydecidethatamplitudeisakeyvariableinasituation,andthen
choosetoworkwithpeakamplitude.
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NCN.2
ModuleOverview
M1
ALGEBRAII
Usetherelationi2=1andthecommutative,associative,anddistributivepropertiestoadd,
subtract,andmultiplycomplexnumbers.
Usecomplexnumbersinpolynomialidentitiesandequations.
NCN.7 Solvequadraticequationswithrealcoefficientsthathavecomplexsolutions.
Interpretthestructureofexpressions.
ASSE.23Usethestructureofanexpressiontoidentifywaystorewriteit.Forexample,seex4y4as
(x2)2(y2)2,thusrecognizingitasadifferenceofsquaresthatcanbefactoredas(x2y2)(x2+
y2).
Understandtherelationshipbetweenzerosandfactorsofpolynomials.
AAPR.2 KnowandapplytheRemainderTheorem:Forapolynomialp(x)andanumbera,the
remainderondivisionbyxaisp(a),sop(a)=0ifandonlyif(xa)isafactorofp(x).
AAPR.34 Identifyzerosofpolynomialswhensuitablefactorizationsareavailable,andusethezerosto
constructaroughgraphofthefunctiondefinedbythepolynomial.
Usepolynomialidentitiestosolveproblems.
AAPR.4 Provepolynomialidentitiesandusethemtodescribenumericalrelationships.Forexample,
thepolynomialidentity(x2+y2)2=(x2y2)2+(2xy)2canbeusedtogeneratePythagorean
triples.
Rewriterationalexpressions.
AAPR.6 Rewritesimplerationalexpressionsindifferentforms;writea(x)/b(x)intheformq(x)+
r(x)/b(x),wherea(x),b(x),q(x),andr(x)arepolynomialswiththedegreeofr(x)lessthanthe
degreeofb(x),usinginspection,longdivision,or,forthemorecomplicatedexamples,a
computeralgebrasystem.
Understandsolvingequationsasaprocessofreasoningandexplainthereasoning.
AREI.15 Explaineachstepinsolvingasimpleequationasfollowingfromtheequalityofnumbers
assertedatthepreviousstep,startingfromtheassumptionthattheoriginalequationhasa
solution.Constructaviableargumenttojustifyasolutionmethod.
AREI.2 Solvesimplerationalandradicalequationsinonevariable,andgiveexamplesshowinghow
extraneoussolutionsmayarise.
InAlgebraII,tasksarelimitedtopolynomial,rational,orexponentialexpressions.Examples:seex4y4as(x2)2(y2)2,thusrecognizingitasa
2
differenceofsquaresthatcanbefactoredas(x y )(x +y ).Intheequationx +2x+1+y =9,seeanopportunitytorewritethefirstthreetermsas

2
2
2
2
2
(x+1) ,thusrecognizingtheequationofacirclewithradius3andcenter(1,0).See(x +4)/(x +3)as((x +3)+1)/(x +3),thusrecognizingan
2
opportunitytowriteitas1+1/(x +3).
4
InAlgebraII,tasksincludequadratic,cubic,andquadraticpolynomialsandpolynomialsforwhichfactorsarenotprovided.Forexample,findthe
2
2
zerosof(x 1)(x +1).
5
InAlgebraII,tasksarelimitedtosimplerationalorradicalequations.
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Date:
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ModuleOverview
M1
ALGEBRAII
Solveequationsandinequalitiesinonevariable.
AREI.46 Solvequadraticequationsinonevariable.
b. Solvequadraticequationsbyinspection(e.g.,forx2=49),takingsquareroots,completing
thesquare,thequadraticformulaandfactoring,asappropriatetotheinitialformofthe
equation.Recognizewhenthequadraticformulagivescomplexsolutionsandwritethem
asabiforrealnumbersaandb.
Solvesystemsofequations.
AREI.67 Solvesystemsoflinearequationsexactlyandapproximately(e.g.,withgraphs),focusingon
pairsoflinearequationsintwovariables.
AREI.7 Solveasimplesystemconsistingofalinearequationandaquadraticequationintwo
variablesalgebraicallyandgraphically.Forexample,findthepointsofintersectionbetween
theliney=3xandthecirclex2+y2=3.
Analyzefunctionsusingdifferentrepresentations.
FIF.7
Graphfunctionsexpressedsymbolicallyandshowkeyfeaturesofthegraph,byhandinsimple
casesandusingtechnologyformorecomplicatedcases.
c. Graphpolynomialfunctions,identifyingzeroswhensuitablefactorizationsareavailable,
andshowingendbehavior.
Translatebetweenthegeometricdescriptionandtheequationforaconicsection.
GGPE.2 Derivetheequationofaparabolagivenafocusanddirectrix.
ExtensionStandards
The(+)standardsbelowareprovidedasanextensiontoModule1oftheAlgebraIIcoursetoprovide
coherencetothecurriculum.Theyareusedtointroducethemesandconceptsthatwillbefullycoveredin
thePrecalculuscourse.Note:Noneofthe(+)standardsbelowwillbeassessedontheRegentsExamor
PARRCAssessmentsuntilPrecalculus.
Usecomplexnumbersinpolynomialidentitiesandequations.
NCN.8 (+)Extendpolynomialidentitiestothecomplexnumbers.Forexample,rewritex2+4as(x+
2i)(x2i).
NCN.9 (+)KnowtheFundamentalTheoremofAlgebra;showthatitistrueforquadraticpolynomials.
InAlgebraII,inthecaseofequationshavingrootswithnonzeroimaginaryparts,studentswritethesolutionsasabi,whereaandbarereal
numbers.
7
InAlgebraII,tasksarelimitedto3x3systems.
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ModuleOverview
M1
ALGEBRAII
Rewriterationalexpressions.
AAPR.7 (+)Understandthatrationalexpressionsformasystemanalogoustotherationalnumbers,
closedunderaddition,subtraction,multiplication,anddivisionbyanonzerorational
expression;add,subtract,multiply,anddividerationalexpressions.
FoundationalStandards
Usepropertiesofrationalandirrationalnumbers.
NRN.3 Explainwhythesumorproductoftworationalnumbersisrational;thatthesumofarational
numberandanirrationalnumberisirrational;andthattheproductofanonzerorational
numberandanirrationalnumberisirrational.
Reasonquantitativelyanduseunitstosolveproblems.
NQ.1
Useunitsasawaytounderstandproblemsandtoguidethesolutionofmultistepproblems;
chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandthe
originingraphsanddatadisplays.
Interpretthestructureofexpressions.
ASSE.1 Interpretexpressionsthatrepresentaquantityintermsofitscontext.
a.
Interpretpartsofanexpression,suchasterms,factors,andcoefficients.
b.
Interpretcomplicatedexpressionsbyviewingoneormoreoftheirpartsasasingleentity.
Forexample,interpretP(1+r)nastheproductofPandafactornotdependingonP.
Writeexpressionsinequivalentformstosolveproblems.
ASSE.3 Chooseandproduceanequivalentformofanexpressiontorevealandexplainpropertiesof
thequantityrepresentedbytheexpression.
a. Factoraquadraticexpressiontorevealthezerosofthefunctionitdefines.
Performarithmeticoperationsonpolynomials.
AAPR.1 Understandthatpolynomialsformasystemanalogoustotheintegers,namely,theyare
closedundertheoperationsofaddition,subtraction,andmultiplication;add,subtract,and
multiplypolynomials.
Createequationsthatdescribenumbersorrelationships.
ACED.1 Createequationsandinequalitiesinonevariableandusethemtosolveproblems.Include
equationsarisingfromlinearandquadraticfunctions,andsimplerationalandexponential
functions.
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ModuleOverview
M1
ALGEBRAII
ACED.2 Createequationsintwoormorevariablestorepresentrelationshipsbetweenquantities;
graphequationsoncoordinateaxeswithlabelsandscales.
ACED.3 Representconstraintsbyequationsorinequalities,andbysystemsofequationsand/or
inequalities,andinterpretsolutionsasviableornonviableoptionsinamodelingcontext.For
example,representinequalitiesdescribingnutritionalandcostconstraintsoncombinationsof
differentfoods.
ACED.4 Rearrangeformulastohighlightaquantityofinterest,usingthesamereasoningasinsolving
equations.Forexample,rearrangeOhmslawV=IRtohighlightresistanceR.
Solveequationsandinequalitiesinonevariable.
AREI.3 Solvelinearequationsandinequalitiesinonevariable,includingequationswithcoefficients
representedbyletters.
AREI.4 Solvequadraticequationsinonevariable.
a. Usethemethodofcompletingthesquaretotransformanyquadraticequationinxinto
anequationoftheform(xp)2=qthathasthesamesolutions.Derivethequadratic
formulafromthisform.
Solvesystemsofequations.
AREI.5 Provethat,givenasystemoftwoequationsintwovariables,replacingoneequationbythe
sumofthatequationandamultipleoftheotherproducesasystemwiththesamesolutions.
Representandsolveequationsandinequalitiesgraphically.
AREI.10 Understandthatthegraphofanequationintwovariablesisthesetofallitssolutionsplotted
inthecoordinateplane,oftenformingacurve(whichcouldbealine).
AREI.11 Explainwhythexcoordinatesofthepointswherethegraphsoftheequationsy=f(x)andy=
g(x)intersectarethesolutionsoftheequationf(x)=g(x);findthesolutionsapproximately,
e.g.,usingtechnologytographthefunctions,maketablesofvalues,orfindsuccessive
approximations.Includecaseswheref(x)and/org(x)arelinear,polynomial,rational,absolute
value,exponential,andlogarithmicfunctions.
Translatebetweenthegeometricdescriptionandtheequationforaconicsection.
GGPE.1 DerivetheequationofacircleofgivencenterandradiususingthePythagoreanTheorem;
completethesquaretofindthecenterandradiusofacirclegivenbyanequation.
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Date:
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ModuleOverview
M1
ALGEBRAII
FocusStandardsforMathematicalPractice
MP.1
Makesenseofproblemsandpersevereinsolvingthem.Studentsdiscoverthevalueof
equatingfactoredtermsofapolynomialtozeroasameansofsolvingequationsinvolving
polynomials.Studentssolverationalequationsandsimpleradicalequations,while
consideringthepossibilityofextraneoussolutionsandverifyingeachsolutionbeforedrawing
conclusionsabouttheproblem.Studentssolvesystemsoflinearequationsandlinearand
quadraticpairsintwovariables.Further,studentscometounderstandthatthecomplex
numbersystemprovidessolutionstotheequationx2+1=0andhigherdegreeequations.
MP.2
Reasonabstractlyandquantitatively.Studentsapplypolynomialidentitiestodetectprime
numbersanddiscoverPythagoreantriples.Studentsalsolearntomakesenseofremainders
inpolynomiallongdivisionproblems.
MP.4
Modelwithmathematics.Studentsuseprimestomodelencryption.Studentstransition
betweenverbal,numerical,algebraic,andgraphicalthinkinginanalyzingappliedpolynomial
problems.Studentsmodelacrosssectionofariverbedwithapolynomial,estimatefluidflow
withtheiralgebraicmodel,andfitpolynomialstodata.Studentsmodelthelocusofpointsat
equaldistancebetweenapoint(focus)andaline(directrix)discoveringtheparabola.
MP.7
Lookforandmakeuseofstructure.Studentsconnectlongdivisionofpolynomialswiththe
longdivisionalgorithmofarithmeticandperformpolynomialdivisioninanabstractsettingto
derivethestandardpolynomialidentities.Studentsrecognizestructureinthegraphsof
polynomialsinfactoredformanddeveloprefinedtechniquesforgraphing.Studentsdiscern
thestructureofrationalexpressionsbycomparingtoanalogousarithmeticproblems.
Studentsperformgeometricoperationsonparabolastodiscovercongruenceandsimilarity.
MP.8
Lookforandexpressregularityinrepeatedreasoning.Studentsunderstandthat
polynomialsformasystemanalogoustotheintegers.Studentsapplypolynomialidentitiesto
detectprimenumbersanddiscoverPythagoreantriples.Studentsrecognizefactorsof
expressionsanddevelopfactoringtechniques.Further,studentsunderstandthatall
quadraticscanbewrittenasaproductoflinearfactorsinthecomplexrealm.
Terminology
NeworRecentlyIntroducedTerms
Polynomial
StandardForm(ofapolynomial)
Degree
LeadingCoefficient
ConstantTerm
RationalExpression
Parabola
ComplexNumber
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ModuleOverview
M1
ALGEBRAII
FamiliarTermsandSymbols8
Quadratic
Factor
SystemofEquations
SuggestedToolsandRepresentations
GraphingCalculator
WolframAlphaSoftware
GeometersSketchpadSoftware
AssessmentSummary
AssessmentType Administered
MidModule
AssessmentTask
EndofModule
AssessmentTask
AfterTopicB
AfterTopicD
Format
StandardsAddressed
Constructedresponsewithrubric
NQ.2,ASSE.2,AAPR.2
AAPR.3,AAPR.4,
AREI.1,AREI.4b,
FIF.7c
Constructedresponsewithrubric
NQ.2,NCN.1,NCN.2,
NCN.7,NCN.8,NCN.9,
A.SSE.2,A.APR.2,
AAPR.3,AAPR.4,
AAPR.6,AAPR.7,
AREI.1,AREI.2,
AREI.4b,AREI.6,
AREI.7,FIF.7c,GGPE.2
Thesearetermsandsymbolsstudentshaveseenpreviously.
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Date:
5/10/13
MidModuleAssessmentTask
M1
ALGEBRAII
Name
Date
1. Geographers,whilesittingatacaf,discusstheirfieldworksite,whichisahillandaneighboringriver
bed.Thehillisapproximately1050feethigh,800feetwide,withpeakabout300feeteastofthewestern
baseofthehill.Theriverisabout400feetwide.Theyknowtheriverisshallow,nomorethanabout
twentyfeetdeep.
Theymakethefollowingcrudesketchonanapkin,placingtheprofileofthehillandriverbedona
coordinatesystemwiththehorizontalaxisrepresentinggroundlevel.
Thegeographersdonothavewiththematthecafanycomputingtools,buttheynonethelessdecideto
computewithpenandpaperacubicpolynomialthatapproximatesthisprofileofthehillandriverbed.
a. Usingonlyapencilandpaper,writeacubicpolynomialfunction ,thatcouldrepresentthecurve
shown(here, representsthedistance,infeet,alongthehorizontalaxisfromthewesternbaseof
thehill,and
istheheightinfeetofthelandatthatdistancefromthewesternbase).Besure
thatyourformulasatisfies 300
1050.
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b.
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ALGEBRAII
Forthesakeofease,thegeographersmaketheassumptionthatthedeepestpointoftheriveris
halfwayacrosstheriver(recallthattheriverisknowntobeshallow,withadepthofnotmorethan
20feet).Underthisassumption,wouldacubicpolynomialprovideasuitablemodelforthishilland
riverbed?Explain.
2. Lukenoticedthatifyoutakeanythreeconsecutiveintegers,multiplythemtogether,andaddthemiddle
numbertotheresult,theansweralwaysseemstobethemiddlenumbercubed.
Forexample:
3 4 5 4 64 4
4 5 6 5 125 5
9 10 11 10 1000 10
a. Inorderprovehisobservationtrue,Lukewritesdown
1
2
3
2 .What
answerishehopingtoshowthisexpressionequals?
b. Lulu,uponhearingofLukesobservation,writesdownherownversionwith asthemiddlenumber.
Whatdoesherformulalooklike?
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c.
M1
ALGEBRAII
UseLulusexpressiontoprovethataddingthemiddlenumbertotheproductofanythree
consecutivenumbersissuretoequalthatmiddlenumbercubed.
3. Acookiecompanypackagesitscookiesinrectangularprismboxesdesignedwithsquarebaseswhichhave
bothalengthandwidthof4incheslessthantheheightofthebox.
a.
b.
Writeapolynomialthatrepresentsthevolumeofaboxwithheight inches.
Findthedimensionsoftheboxifitsvolumeisequalto128cubicinches.
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c.
M1
ALGEBRAII
Aftersolvingthisproblem,Juanwasverycleverandinventedthefollowingstrangequestion:
Abuilding,intheshapeofarectangularprismwithasquarebase,hasonitstoparadiotower.The
buildingis25timesastallasthetower,andthesidelengthofthebaseofthebuildingis100feetless
thantheheightofthebuilding.Ifthebuildinghasavolumeof2millioncubicfeet,howtallisthe
tower?
SolveJuansproblem.
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AProgressionTowardMastery
Assessment
TaskItem
M1
ALGEBRAII
STEP1
Missingorincorrect
answerandlittle
evidenceof
reasoningor
applicationof
mathematicsto
solvetheproblem.
STEP2
Missingorincorrect
answerbut
evidenceofsome
reasoningor
applicationof
mathematicsto
solvetheproblem.
STEP3
Acorrectanswer
withsomeevidence
ofreasoningor
applicationof
mathematicsto
solvetheproblem,
oranincorrect
answerwith
substantial
evidenceofsolid
reasoningor
applicationof
mathematicsto
solvetheproblem.
STEP4
Acorrectanswer
supportedby
substantial
evidenceofsolid
reasoningor
applicationof
mathematicsto
solvetheproblem.
NQ.2
AAPR.2
AAPR.3
FIF.7c
Identifieszerosongraph. Useszerostowritea
factoredcubic
polynomialforH(x)
withoutaleading
coefficient.
Usesgivencondition
300
1050tofind
avalue(leading
coefficient).
Writesacomplete
cubicmodelforH(x)in
factoredformwith
correctavalue(leading
coefficient).
NQ.2
AAPR.2
AAPR.3
FIF.7c
Findsthemidpointof
theriver.
EvaluatesH(x)usingthe
midpointexactanswer
isnotneeded,only
approximation.
Determinesifacubic
modelissuitableforthis
hillandriverbed.
Justifiesanswerusing
H(midpoint)in
explanation.
ASSE.2
AAPR.4
Answerdoesnot
indicateanyexpression
involvingnraisedtoan
exponentof3.
Answerinvolvesabase
involvingnbeingraised
toanexponentof3,but
doesnotchooseabase
of
2 .
Answers,
2
withoutincluding
parenthesestoindicate
allof
2 isbeing
cubedORhasanother
errorthatshowsgeneral
understanding,butis
technicallyincorrect.
Answerscorrectlyas
2 .
bc
ASSE.2
AAPR.4
Bothpartsbandcare
missingORincorrectOR
incomplete.
Answertopartbis
incorrectbutstudent
usescorrectalgebraas
theyattempttoshow
equivalenceto ORthe
answertopartbis
correct,butthestudent
mademajorerrorsor
Partbisanswered
correctlyas:
1
1
,butstudent
mademinorerrorsin
showingequivalenceto
.
Answeriscorrectly
writtenas:
1
1
ANDthe
studentcorrectly
multipliedtheleftside
andthencombinedlike
termstoshow
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14
ALGEBRAII
wasunabletoshowits
equivalenceto .
Determinesan
ad
expressionforV(x).
NQ.2
ASSE.2
AAPR.2
AAPR.3
AREI.1
AREI.4b
NQ.2
ASSE.2
AAPR.2
AAPR.3
AREI.1
AREI.4b
Determinesan
expressionforV(h)and
setsitequaltothegiven
volume.
M1
equivalenceto
SetsV(x)equaltogiven
volume.
Solvestheequation
understandingthatonly
realvaluesarepossible
solutionsforthe
dimensionsofabox.
Statesthe3dimensions
oftheboxwithproper
units.
Simplifiestheequation
torevealthatisitexactly
thesameastheprevious
equation.
Solvestheequationor
statesthattheansweris
exactlythesameanswer
asintheprevious
exampleAND
understandsthatonly
realsolutionsare
possiblefortheheightof
atower.
Statestheheightofthe
towerwiththeproper
units.
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EndofModuleAssessmentTask
M1
ALGEBRAII
Name
Date
1. Aparabolaisdefinedasthesetofpointsintheplanethatareequidistantfromafixedpoint(calledthe
focusoftheparabola)andafixedline(calledthedirectrixoftheparabola).
Considertheparabolawithfocuspoint 1,1 anddirectrixthehorizontalline

3.
a. Whatwillbethecoordinatesofthevertexoftheparabola?
b. Plotthefocusanddrawthedirectrixonthegraphbelow.Thendrawaroughsketchoftheparabola.
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20
c.
d.
e.
M1
ALGEBRAII
Findtheequationoftheparabolawiththisfocusanddirectrix.
Whatisthe interceptofthisparabola?
Demonstratethatyouranswerfrom(d)iscorrectbyshowingthatthe interceptyouhave
identifiedisindeedequidistantfromthefocusandthedirectrix.
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21
f.
g.
h.
Istheparabolainthisquestion(withfocuspoint 1,1 anddirectrix

withfocus 2,3 anddirectrix
1?Explain.
Istheparabolainthisquestion(withfocuspoint(1,1)anddirectrix
parabolawithequationgivenby
?Explain.
Arethetwoparabolasfrompartgsimilar?Whyorwhynot?
M1
ALGEBRAII
3)congruenttoaparabola
3)congruenttothe
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2. Thegraphofthepolynomialfunction
a.
b.
M1
ALGEBRAII
4isshownbelow.
Basedontheappearanceofthegraph,whatseemstobetherealsolutiontotheequation:
4
6
4?Jijudoesnottrusttheaccuracyofthegraph.Provetoheralgebraicallythatyour
answerisinfactazeroof
.
Write asaproductofalinearfactorandaquadraticfactor,eachwithrealnumbercoefficients.
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Whatisthevalueof 10 ?Explainhowknowingthelinearfactorof establishesthat

multipleof12.
Findthetwocomplexnumberzerosof
.
Write asaproductofthreelinearfactors.
c.
d.
e.
M1
ALGEBRAII
10 isa
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3. Alinepassesthroughthepoints 1,0 and

1atapoint differentfrom
circle
ALGEBRAII
0, andforsomerealnumber andintersectsthe
1,0 .
a.
M1
If
,sothatthepoint hascoordinates 0,
,findthecoordinatesofthepoint .
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M1
ALGEBRAII
APythagoreantripleisasetofthreepositiveintegers , ,and satisfying

setting
3,
4,and
5givesaPythagoreantriple.
.Forexample,
b.
Supposethat , isapointwithrationalnumbercoordinateslyingonthecircle
Explainwhythen , ,and formaPythagoreantriple.
c.
WhichPythagoreantripleisassociatedwiththepoint
1.
onthecircle?
d.
If
,whatisthevalueof sothatthepoint hascoordinates 0,
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e.
Supposeweset
circle
1.
f.
Set
and
intheformulas
ALGEBRAII
,forarealnumber .Showthat ,
and
M1
.Whichpointonthecircle
isthenapointonthe
1doesthis
give?WhatistheassociatedPythagoreantriple?
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M1
ALGEBRAII
Suppose isavaluegreaterthan1,
0, ,and isthepointinthesecondquadrant(different
from 1,0 )atwhichthelinethrough 1,0 and intersectsthecircle
1.Findthe
coordinatesofthepoint intermsof .
g.
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4.
a.
b.
M1
ALGEBRAII
Writeasystemoftwoequationsintwovariableswhereoneequationisquadraticandtheotheris
linearsuchthatthesystemhasnosolution.Explain,usinggraphs,algebraand/orwords,whythe
systemhasnosolution.
Provethat
6hasnosolution.
5
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c.
M1
ALGEBRAII
Doesthefollowingsystemofequationshaveasolution?Ifso,findone.Ifnot,explainwhynot.
2x y z 4
x y 3 z 2
x y z 2
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AProgressionTowardMastery
Assessment
TaskItem
M1
ALGEBRAII
STEP1
Missingor
incorrectanswer
andlittleevidence
ofreasoningor
applicationof
mathematicsto
solvetheproblem.
STEP2
Missingorincorrect
answerbut
evidenceofsome
reasoningor
applicationof
mathematicsto
solvetheproblem.
STEP3
Acorrectanswer
withsomeevidence
ofreasoningor
applicationof
mathematicsto
solvetheproblem,
oranincorrect
answerwith
substantial
evidenceofsolid
reasoningor
applicationof
mathematicsto
solvetheproblem.
STEP4
Acorrectanswer
supportedby
substantial
evidenceofsolid
reasoningor
applicationof
mathematicsto
solvetheproblem.
ac
NQ.2
FIF.7c
GGPE.2
(a)Bothvertex
coordinatesincorrect.
(b)Paraboladoesnot
openuporis
horizontal.
(c)Equationisnotin
theformofavertical
parabola.
(a)Eitherxory
coordinateisincorrect
(b)Minimalsketchofa
verticalparabolawith
littleornoscaleor
labels.
(c)Incorrectequation
usingthevertexfrom
part(a).avalueis
incorrectdueto
conceptualerrors.
(a)Correctvertex.
(b)Parabolasketch
opensupwithcorrect
vertex.Sketchmaybe
incompleteorlack
sufficientlabelsorscale.
(c)Parabolaequation
withcorrectvertex.
Workshowingavalue
calculationmaycontain
minorerrors.
(a)Correctvertex.
(b)Welllabeledand
accuratesketchincludes
focus,directrix,vertex,
andparabolaopening
up.
(c)Correctparabolain
vertexorstandardform
withorwithoutwork
showinghowtheygot
a=1/8.
de
NQ.2
FIF.7c
GGPE.2
(d)Incorrecty
intercept.Nowork
shownorconceptual
error.
(e)Bothdistancesare
incorrectornot
attempted.
(d)yinterceptis
incorrect.Nowork
shownorconceptual
error(e.g.,triestomake
y=0notx).
(e)Onedistanceis
correct,butnotboth
usingstudentsy
interceptandthegiven
focusanddirectrix.
OR
Correctyinterceptin
part(d),butstudentis
unabletocomputeone
orbothdistances
betweentheyintercept
andthegivenfocusand
directrix.
(d)Substitutesx=0to
determineyintercept,
butmaycontainminor
calculationerror.
(e)Correctdistanceto
directrixusingtheiry
intercept.Correct
distancebetweenfocus
andyinterceptusing
theiryintercept.
NOTE:Ifthesearenot
equal,studentsolution
shouldindicatethatthey
shouldbebasedonthe
definitionofaparabola.
(d)Correctyintercept
(e)Correctdistanceto
directrix.Applies
distanceformulato
calculatedistancefrom
focusandyintercept.
Bothareequalto17/8.
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M1
ALGEBRAII
fh
NQ.2
FIF.7c
GGPE.2
Twoormoreparts
incorrectwithno
justificationORthree
partsincorrectwith
faultyorno
justification.
Twoormoreparts
incorrect.Minimal
justificationthatincludes
areferencetothea
value.
Correctanswertoall
threepartswithno
justificationORtwoout
ofthreepartscorrect
withcorrectjustification.
Correctanswertoall
threeparts.Justification
statesthatparabolas
withequalavaluesare
congruentbutall
parabolasaresimilar.
ab
NCN.1
NCN.2
NCN.7
NCN.8
NCN.9
ASSE.2
AAPR.1
AAPR.2
AAPR.3
AREI.1
AREI.4b
FIF.7c
(a)Concludesthatx=
2isNOTazerodueto
conceptualerroror
majorcalculationerrors
(e.g.incorrect
applicationofdivision
algorithm)orshowsno
workatall.
(b)Factoredformis
incorrectormissing.
(a)Concludesthatx=2
isNOTazerodueto
minorcalculationerrors
intheapproach.Limited
justificationfortheir
solution.
(b)Factoredformis
incorrectormissing.
(a)Concludesthatx=2
isazero,butmaynot
supportmathematically
orverbally.
(b)Evidenceshowing
bothcorrectfactors,but
polynomialmaynotbe
writteninfactoredform
((x+2)(x2+2x+2)).
(a)Concludesthatx=2
isazerobyshowingf(2)
=0orusingdivisionand
gettingaremainder
equalto0.Workor
writtenexplanation
supportsconclusion.
(b)fiswrittenincorrect
factoredformwithwork
showntosupportthe
solution.
NOTE:Workmaybe
doneinpart(a).
NCN.1
NCN.2
NCN.7
NCN.8
NCN.9
ASSE.2
AAPR.2
AAPR.3
AREI.1
AREI.4b
FIF.7c
f(10)incorrectanda
conclusionregarding12
beingafactorismissing
orunsupportedbyany
mathematicalworkor
explanation.
f(10)incorrectand
factoredformoff
incorrect.Solutiondoes
notattempttofindthe
numericalfactorsof
f(10)ordividef(10)by
12toseeifthe
remainderis0.
Completesolution,but
maycontainminor
calculationerrorsonthe
valueoff(10).
OR
Concludesthat12isNOT
afactoroff(10)because
thesolutionusedan
incorrectlyfactoredform
offinthefirstplaceor
anincorrectvaluefor
f(10).
f(10)=1464
Explanationclearly
communicatesthat12is
afactoroff(10)because
whenx=10,(x+2)is12.
de
NCN.1
NCN.2
NCN.7
NCN.8
NCN.9
ASSE.2
AAPR.1
AAPR.2
(d)Doesnotuse
quadraticformulaor
usesincorrectformula.
(e)Incorrectcomplex
rootsandsolutionnota
cubicequivalentto
(x+2)(xr1)(xr2),
wherer1andr2are
complexconjugates.
(d)Minorerrorsinthe
quadraticformula.
(e)Incorrectrootsfrom
(d),butsolutionisa
cubicequivalentto(x+
2)(xr1)(xr2),where
r1andr2arethestudent
solutionstod.
(d)Correctcomplex
rootsusingthequadratic
formula(doesnothave
tobeinsimplestform).
(e)Cubicpolynomial
using2,andcomplex
rootsfrom(d).May
containminorerrors
(e.g.leavingout
parentheseson(x(1+
i))oramultiplication
errorwhenwritingthe
(d)Correctcomplex
rootsexpressedas(1
i).
(e)Cubicpolynomial
equivalentto
(x+2)(x(1+i))(x(1
i)).OKtoleavein
factoredform.
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ALGEBRAII
polynomialinstandard
form.
AAPR.3
AREI.1
AREI.4b
FIF.7c
3
M1
NCN.8
AAPR.4
AAPR.6
AAPR.7
AREI.2
AREI.6
AREI.7
Equationofthelineis
incorrectandsolution
showsmajor
mathematicalerrorsin
attemptingtosolvea
systemofalinearand
nonlinearequation.
Equationofthelinemay
beincorrect,butsolution
showssubstitutionof
studentlinearequation
intothecircleequation.
Solutiontothesystem
mayalsocontainminor
calculationerrors.
OREquationofthelineis
correctbutstudentis
unabletosolvethe
systemduetomajor
mathematicalerrors.
Equationofthelineis
correct.Solutiontothe
systemmaycontain
minorcalculationerrors.
Correctsolutionthatis
notexpressedasan
orderedpair.
ORSolutiononly
includesacorrectxory
valueforpointQ.
Equationoflineis
correct.Correctsolution
tothesystemof
equations.Solution
expressedasanordered
pairQ(3/5,4/5).
bc
NCN.8
AAPR.4
AAPR.6
AAPR.7
AREI.2
AREI.6
AREI.7
(b)Missingorincorrect
answershowinglimited
understandingofthe
task.
(c)Incorrectormissing
triple.
(b)Substitutes(a/c,b/c)
buttherestofthe
solutionislimited.
(c)Incorrecttriple.
(b)Incompletesolution
mayincludeminor
algebramistakes.
(c)Identifies5,12,13as
thetriple.
(b)Completesolution
showingsubstitutionof
(a/c,b/c)intoequation
ofcircle.Workclearly
establishesthisequation
2
2
equivalencetoa +b =
2
c .
(c)Identifies5,12,13as
thetriple.
df
NCN.8
AAPR.4
AAPR.6
AAPR.7
AREI.2
AREI.6
AREI.7
Missingorincomplete
solutionto(d),(e),and
(f)withmajor
mathematicalerrors.
(d)Slopeoflinecorrect
butfailstoidentify
correctvalueoft.
(e)Substitutes
coordinatesintox2+y2=
1,butmajorerrorsin
attempttoshowthey
satisfytheequation.
(f)Substitutesfort,
butsolutionisincorrect.
andequationofline
correct,butfailsto
identifythecorrectvalue
oft.
(e)Substitutes
2
2
coordinatesintox +y =
1andsimplifiestoshow
theysatisfythe
equation.
(f)IdentifiespointQand
thetriplecorrectly.
NOTE:Oneormoreparts
maycontainminor
calculationerrors.
andequationofline
correct.Correct
identificationoftvalue.
(e)Substitutes
2
2
coordinatesintox +y =
1andsimplifiestoshow
theysatisfythe
equation.
(f)IdentifiespointQand
thetriplecorrectly.
NOTE:Solutionsuse
propermathematical
notationandclearly
communicatesstudent
thinking.
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Missingorincomplete
g
solutionwithmajor
mathematicalerrors.
NCN.8
AAPR.4
AAPR.6
AAPR.7
AREI.2
AREI.6
AREI.7
NCN.7
AREI.2
AREI.4b
AREI.6
AREI.7
Missingorincomplete
work.Systemdoesnot
includealinearanda
quadraticequation.
Incorrectsolutionsand
bc
littleornotsupporting
workshown.
NCN.7
AREI.2
AREI.4b
AREI.6
AREI.7
M1
ALGEBRAII
Limitedworktoa
completesolutionmay
includeanaccurate
sketchandtheequation
oftheliney=tx+t,but
littleadditionalwork.
Attemptstosolvethe
systembysubstitutingy
=tx+tintothecircle
equationandrecognizes
theneedtoapplythe
quadraticequationto
solveforx.Maycontain
algebraicerrors.
Completeandcorrect
solutionshowing
sufficientworkand
calculationofboththei
andycoordinateofthe
point.
Givensystemhasa
solution,butstudent
workindicates
understandingthatthe
graphsoftheequations
shouldnotintersector
thatalgebraicallythe
systemhasnoreal
numbersolutions.
Givensystemhasno
solution,butthe
justificationmayreveal
minorerrorsinstudents
thoughtprocesses.Ifa
graphicaljustificationin
theonlyoneprovided
thegraphmustbescaled
sufficientlytoprovidea
convincingargument
thatthetwoequations
donotintersect.
Givensystemhasno
solution.Justification
includesagraphical,
verbalexplanation,or
algebraicexplanation
thatclearly
demonstratesstudent
thinking.
Incorrectsolutionsto(b)
and(c).Solutionsare
limitedandrevealmajor
mathematicalerrorsin
thesolutionprocess.
Incorrectsolutionsto(b)
or(c).Solutionsshow
considerable
understandingofthe
processes,butmay
containminorerrors.
Correctsolutionswith
sufficientworkshown.
MathematicalworkOR
verbalexplanationshow
why2and3areNOT
solutionstopartb.
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ALGEBRAII
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Algebra II Mod1 Module Overview and Assessments

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Algebra II Mod1 Module Overview and Assessments

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Lesson6:Dividingby andby .................................................................................................x

differenceofsquaresthatcanbefactoredas(x y )(x +y ).Intheequationx +2x+1+y =9,seeanopportunitytorewritethefirstthreetermsas

Considertheparabolawithfocuspoint 1,1 anddirectrixthehorizontalline

Istheparabolainthisquestion(withfocuspoint 1,1 anddirectrix

Whatisthevalueof 10 ?Explainhowknowingthelinearfactorof establishesthat

3. Alinepassesthroughthepoints 1,0 and

APythagoreantripleisasetofthreepositiveintegers , ,and satisfying

,whatisthevalueof sothatthepoint hascoordinates 0,

This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0

2012 Common Core, Inc. All rights reserved. commoncore.org

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