Pacing Guide– Algebra2 - Hoffman
UNIT
Unit with Learner Objectives with CLE Code
Name of Unit: Algebra 2 Introduction
and Ladder Skill Unit One
Estimated Teaching Time
3 days (August 13-17)
Essential Questions
 How can we model integer addition
and subtraction?
 What are the rules for multiplying
and dividing integers?
 How do we remember the Order of
Operations?
.1 I can add rational numbers
.2 I can subtract rational numbers
.3 I can multiply and divide rational numbers
.4 I can use the Order of Operations
Formative Assessment Lesson: Interpreting
Algebraic Expressions
http://map.mathshell.org/materials/lessons.php?ta
skid=221&subpage=concept
Name of the Unit: #1 Expressions,
Equations, and Inequalities
Estimated Teaching Time
9 days (August 20 - September 10 )
Essential Questions
1.1 I can graph, order, and apply properties of real
numbers (N1A DOK1, N1C DOK2, N1B DOK2)



How do variables help you model realworld situations?
What is the value of studying the
properties of real numbers?
How and why do you solve equations
and inequalities?
1.2 I can manipulate expressions and use them to
represent real-world situations (A2B DOK2)
1.3 I can write and solve linear equations (A2C
DOK2)
1.4 I can write and solve linear inequalities. (A2C
DOK2)
1.5 I can solve absolute value equations.
DOK2)
(A2C
1.6 I can solve absolute value inequalities. (A2C
DOK2)
N1A: compare and order rational and irrational numbers,
including finding their approximate locations on a number line
N1B: use real numbers and various models, drawing, etc. to
solve problems
N1C: use a variety of representations to demonstrate an
understanding of very large and very small numbers
A2B: describe and use algebraic manipulations, inverse or
composition of functions
A2C: use and solve equivalent forms of equations and
inequalities
Ladder Skills for Unit Two:
 Combining like terms
 Plotting Points
 Identifying the reciprocal
 Identifying the opposite of a number
Formative Assessment Lesson: Solving Linear
Equations in One Variable
http://map.mathshell.org/materials/lessons.php?ta
skid=442&subpage=concept
Name of the Unit: #2 – Functions,
Equations, and Graphs
Estimated Teaching Time (ETT)
12 days (September 12-October 8)
Essential Questions
 Does it matter which form of a
linear equation you use?
 What is the most useful
representation of a function –
equation, table, or graph?
 How can real-world data be
modeled with a linear function?
2.1 I can represent and analyze functions with an
equation, table, and graph (A2C DOK 2)
2.2 I can write an expression for the composite of
two simple functions (A2B DOK 2)
2.3 I can graph and interpret linear functions (A2C
DOK 2)
2.4 I can write linear equations given slope and yintercept, slope and a point, two points, and a
graph. (A2C DOK 2)
2.5 I can write equations of lines parallel and
perpendicular. (A2C DOK 2)
2.6 I can construct scatter plots and find the
equation of the best-fit line. (G4B DOK 3)
2.7 I can graph absolute value functions and
transformations (G3B DOK 2)
2.8 I can write, solve, and graph linear inequalities
in 2 variables (A2C DOK 2)
A2C: use and solve equivalent forms of equations and
inequalities
A3A: Identify quantitative relationships and determine the
type(s) of functions that might model the situation to solve the
problem
G3B: Translate, dilate and reflect functions
G4B: Draw or use visual models to represent and solve
problems
Ladder Skills for Unit Three:
 Least Common Multiple
 Identifying the opposite

Distributing
Formative Assessment Lesson: Finding Equations
of Parallel and Perpendicular Lines
http://map.mathshell.org/materials/lessons.php?ta
skid=226&subpage=concept
Name of the Unit:
#3 – Linear Systems
Estimated Teaching Time (ETT)
7 days (October 10-24)
EQs
 Why can’t we solve systems like we
solve one-variable equations?
 What’s your favorite method for
solving linear systems – graphing,
substitution, or elimination?
 What is unique about the answer to a
system of equations?
 Compare and contrast solving a
system with 2 variables to solving a
system with 3 variables.
3.1 I can solve linear systems in 2 variables. (A2D
DOK 3)
3.2 I can set up and solve systems of equations from
word problems (A2D DOK 3)
3.2 I can solve linear systems with 3 variables. (A2D
DOK 3)
3.3 I can solve systems with matrices (N2D DOK
N.O.2.D: Apply operations to matrices and complex
numbers, using mental computation or paper-andpencil calculations for simple cases and technology
for more complicated cases
A.R.1.D: Compare properties of linear, exponential,
logarithmic and rational functions.
Ladder Skills for Unit Four:
 Factoring
 Identifying Perfect Square Numbers
 Finding the Square Root of Perfect
Square Numbers
A.R.2.D: Use and solve systems of linear and
quadratic equations or inequalities with 2 variables
Formative Assessment Lesson: Solving Linear
Equations in Two Variables
http://map.mathshell.org/materials/lessons.php?ta
skid=209&subpage=concept
Name of the Unit:
#4 – Quadratic Functions & Equations
Estimated Teaching Time (ETT) Or Time frame
12 days (October 29 – December 5)
EQs
 Is the vertex form or standard form of
the quadratic function more useful?
 How are the real solutions of a
quadratic equation related to its
graph?
 Which is the best method for solving
quadratic equations – graphing,
factoring, completing the square, or
the quadratic formula?
 How do quadratic equations model
real-world situations?
4.1 I can graph and apply transformations on
quadratic functions (A2A DOK 3, A1D DOK 2)
4.2 I can solve quadratic equations by graphing
(A2D DOK 3)
4.3 I can factor quadratic equations and check my
answer by FOILing
4.4 I can solve quadratic equations by factoring
(A2D DOK 3)
4.5 I can solve quadratic equations by completing
the square (A2D DOK 3)
4.6 I can apply properties of and simplify complex
numbers (N2D DOK 2)
4.7 I can solve quadratic equations by using the
quadratic formula (A2D DOK 3)
A2A: Use symbolic algebra to represent and solve problems
that involve exponential, quadratic and logarithmic
relationships.
A2D: Use and solve systems of linear and quadratic equations
or inequalities with 2 variables.
N2D: Apply operations to matrices and complex numbers,
using mental computation or paper-and-pencil calculations for
simple cases and technology for more complicated cases.
N3D: Judge the reasonableness of numerical computations and
their results, including complex numbers.
G4B: Draw or use visual models to represent and solve
problems
A1D: compare properties of linear, exponential, logarithmic
and rational functions
Ladder Skills for Unit Five:
Formative Assessment Lesson:
Forming Quadratics
http://map.mathshell.org/materials/lessons.php?ta
skid=224&subpage=concept
Name of the Unit:
Estimated Teaching Time (ETT) Or Time frame
#5 – Problem Solving
6 days (January 7 – 18)
EQs
 How can you justify that a graph
matches a certain situation?
 Does mean, median or mode best
describe the central tendancy of a set
of data?
 What is trigonometry? Why do we
need it? What if we didn’t have
trigonometry?
Ladder Skills for Unit Six:
 Find square and cube roots
 Add and subtract polynomial
functions
5.1 Identify quantitative relationships and
determine the type of function that might model a
real-world problem situation (A3A DOK 2)
5.2 Solve word problems containing several rates,
proportions, or percentages using unit analysis
(N3E, ME2 DOK 2)
5.3 I can solve problems using measures of central
tendancy and dispersion (D2A DOK 2)
5.4 I can use trigonometric relationships with right
triangles to determine lengths and angle measures
(G1A DOK 2)
Formative Assessment Lesson: Functions and
Everyday Situations
http://map.mathshell.org/materials/lessons.php?ta
skid=430&subpage=concept
Name of the Unit:
#6 – Polynomials
Estimated Teaching Time (ETT) Or Time frame
January 21- February 8
EQs
 Is the scientific method a useful way
to represent numbers?
 How does adding/subtracting
polynomials differ from multiplying
polynomials?
 Do graphing calculators help you
understand a concept or does it just
aid you in finding the answer?
 How do we find complex (imaginary
roots) that can not easily be identified
on the graph in a graphing calculator?
6.1 I can apply the properties of exponents and
write numbers in scientific notation (N1C DOK 2)
6.2 I can add, subtract, and multiply polynomial
functions and judge the reasonableness of results
(N2D DOK 2; N3D DOK 3)
6.3 I can analyze factored polynomial expressions
to write functions and identify relative maximums
and minimums (A5A DOK 3; A1E DOK 2)
6.4 I can solve polynomial equations by using a
combination of graphing, theorems, and factoring
techniques (A2A DOK 3)
Formative Assessment Lesson: Manipulating
Polynomials
http://map.mathshell.org/materials/download.php
?fileid=1273
Name of the Unit:
#7 – Radicals Functions & Rational
Exponents
EQs
 To simplify the nth root of an
expression, what must be true about
the expression?
 How will I know that my answer
makes sense and is reasonable when
performing operations with radicals?
 Are rational exponents useful? Why
or why not?
 When you square each side of an
equation, is the resulting equation
equivalent to the original?
 How is graphing a radical function
similar to graphing a power function?
Estimated Teaching Time (ETT) Or Time frame
February 11 – March 1
Name of the Unit:
#8 – Logs
Estimated Teaching Time (ETT) Or Time frame
March 4 – March 22
EQs
 Where do exponential functions show
up in the real world?
 How would you describe the
relationship between logs and
exponents?
 What’s special about solving
exponential and logarithmic functions
compared to other equations we’ve
solved this year?
Student Skills
Name of the Unit:
#9 – Sequences & Series
Estimated Teaching Time (ETT) Or Time frame
April 1 - 19
Student Skills
7.1 I can evaluate nth roots and use rational exponents
7.2 I can perform operations on radical expressions and
judge the reasonableness of results
7.3 I can use rational exponents
7.4 I can graph and solve square root and other radical
equations
8.1 I can graph and solve exponential growth and
decay problems (text 7-1)
8.2 I can evaluate and graph logarithmic functions (text
7-3)
8.3 I can apply and solve exponential and logarithmic
functions (text 7-5)
EQs
 What’s the difference between
arithmetic and geometric sequences?
 Is it better to define sequences and
series using recursive formulas or
explicit formulas? Why?
Student Skills
Name of the Unit:
#10 - Data
Estimated Teaching Time (ETT) Or Time frame
April 22 – May 10
EQs
 What are real-world examples of
combinations and permutations?
 How accurate are formulas for
figuring probability? Is probability
guaranteed?
 What does a sample of data tell us
about a population?
 Do box-and-whisker plots or stemand-leaf plots more effectively
display data? Why?
9.1 I can analyze arithmetic and geometric sequences
and series
9.2 I can use recursive rules with sequences and
functions
10.1 I can apply the Fundamental Counting Principle
and permutations
10.2. I can calculate and apply the Binomial Theorem
10.3 I can find probabilities of independent and
dependent, disjoining, and overlapping events
10.4 I can organize, analyze, and interpret statistical
data using box-and-whisker and stem-and-leaf plots