RCSHS
Math Special Topics A
Unit One
Length of
Unit
Four
Weeks
Core Content/POS
Linear Relations and Functions
Key Concepts/Skills/Guiding Questions
Terms:
A-CED 1
A-CED 2
A-REI 3
F-IF 1
F-IF 2
F-IF 3
F-IF 4
F-IF 5
F-IF 7
F-LE 1
F-EL 5
Rowan County Senior High School 2012-2013
2012-2013
Abscissa, absolute value function, boundary, coinciding lines,
composite, composition of functions, constant function, domain, family
of graphs, function, function notation, greatest integer function, half
plane, iterate, iteration, linear equation, linear function, linear inequality,
ordinate, parallel lines, perpendicular lines, piecewise function, pointslope form, range, relation, slope, slope-intercept form, standard form,
step function, vertical line test, x-intercept, y-intercept, zero of a
function, best-fit line, correlation coefficient, goodness of fit, model,
pearson-product moment correlation, prediction equation, regression
line, scatter plot
Unit Learning Targets
Students will be able to:
 I can determine whether a given relation is a function
 I can identify the domain and range of a relation or
function
 I can evaluate functions
 I can perform operations with functions
 I can find composite functions
 I can iterate functions using real numbers
 I can graph linear equations
 I can find the x- and y-intercepts of a line
 I can find the slope of a line through two points
 I can find zeros of linear functions
 I can investigate the effect of changing the value of m or
b in y = mx + b
 I can write linear equations
 I can write equations of parallel and perpendicular lines
 I can draw and analyze scatter plots
 I can write a prediction equation and draw best-fit lines
 I can use a graphing calculator to compute correlation
coefficients to determine goodness of fit
 I can solve problems using prediction equation models
 I can graph linear inequalities
Activities/Assessments/
Resources
Pre-test
Intentional Review with Bell Ringers
Word Wall
Think-Pair Share
Anticipation Guides
Admit/exit slips
Jigsaw
Double entry organizer
Note-taking Guide
Win-plot
TI-84 graphing calculator
Power point presentations
Infinite Algebra1 & 2
Infinite Geometry
Kahn Academy
Edmodo
Quality Core
Discovery Education
Brightstorm.com/math/algebra-2/
Inquiry-based activities
Post-test
Page 1
RCSHS
Math Special Topics A
Unit Two
Length of
Unit
Four
Weeks
2012-2013
Systems of Linear Equations, Inequalities, and Matrices
Core Content/POS
A.CED.1
A.CED.2
A.CED.3
VM.7
VM.9
VM.10
VM.11
VM.12
Key Concepts/Skills/Guiding Questions
Terms:
Additive identity matrix, column matrix, consistent, dependent,
determinant, dilation, dimensions, element, elimination method,
equal matrices, identity matrix for multiplication, image,
inconsistent, independent, infeasible, inverse matrix, m x n
matrix, matrix, minor, nth order, ordered triple, polygonal convex
set, pre-image, reflection, reflection matrix, rotation, rotation
matrix, row matrix, scalar, solution, square matrix, substitution
method, system of equations, system of linear inequalities,
transformation, translation, translation matrix, vertex matrix,
vertex theorem, zero matrix, linear programming, constraints,
unbounded.
Unit Learning Targets
Students will be able to:
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Rowan County Senior High School 2012-2013
I can solve systems of equations graphically.
I can solve systems of equations algebraically.
I can solve systems of equations involving three
variables algebraically.
I can model data using matrices.
I can add, subtract, and multiply matrices.
I can use matrices to determine the coordinates of
polygons under a given transformation.
I can evaluate determinants.
I can find inverses of matrices.
I can solve systems of equations by using inverses of
matrices
I can graph systems of inequalities.
I can find the maximum or minimum value of a function
defined for a polygonal convex set.
I can use linear programming procedures to solve
Activities/Assessments/
Resources
Pre-test
Intentional Review with Bell Ringers
Word Wall
Think-Pair Share
Anticipation Guides
Admit/exit slips
Jigsaw
Double entry organizer
Note-taking Guide
Win-plot
TI-84 graphing calculator
Power point presentations
Infinite Algebra1 & 2
Infinite Geometry
Kahn Academy
Edmodo
Quality Core
Discovery Education
Brightstorm.com/math/algebra-2/
Inquiry-based activities
Post-test
Page 2
RCSHS
Math Special Topics A

Unit Three
Length of
Unit
Four
Weeks
Core Content/POS
Functions 9-12.IF.7
F.IF.4
F.IF.5
applications.
I can recognize situations where exactly one solution to
a linear programming application may not exist.
Functions and Their Graphs
Key Concepts/Skills/Guiding Questions
Terms:
Evaluate, function, domain, input, equation, parent function,
transformation, slope, x-intercept, y-intercept, linear function,
coordinate plane, vertex, quadratic function, maximum,
minimum, square root function, cube root function, piecewise
function, step function, absolute value function, factor,
polynomial, polynomial function, end behavior, turning point,
zero, multiplicity, rational function, removable discontinuity,
nonremovable discontinuity, vertical asymptote, horizontal
asymptote, exponential function, logarithmic form, exponential
form, logarithmic function, trigonometric function, period,
midline, amplitude.
Unit Learning Targets
Students will be able to:
 I can explain that the parent function for quadratic
functions is the parabola f(x) = x2.
 I can identify whether the vertex of a quadratic will be a
minimum or maximum by looking at the equation.
 I can find the y-intercept of a quadratic by substituting 0
for x and evaluating.
 I can graph a quadratic using evaluated points.
 I can use technology to graph a quadratic and to find
precise values for the x-intercept(s) and the maximum or
minimum.
Rowan County Senior High School 2012-2013
2012-2013
Activities/Assessments/
Resources
Pre-test
Intentional Review with Bell Ringers
Word Wall
Think-Pair Share
Anticipation Guides
Admit/exit slips
Jigsaw
Double entry organizer
Note-taking Guide
Win-plot
TI-84 graphing calculator
Power point presentations
Infinite Algebra1 & 2
Infinite Geometry
Kahn Academy
Edmodo
Quality Core
Discovery Education
Brightstorm.com/math/algebra-2/
Inquiry-based activities
Post-test
Page 3
RCSHS
Math Special Topics A
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Rowan County Senior High School 2012-2013
2012-2013
I can explain that the parent function for the square root
functions is the function f(x) = √x.
I can sketch graph a square root function by hand using
convenient values of x an inputs.
I can use technology to graph square root functions and
find the intercepts.
I can explain that the parent function for cube root
functions is the function f(x) = 3√x.
I can sketch graph a cube root function by hand using
convenient values of x as inputs.
I can use technology to graph cube root functions and
find the intercepts.
I can define piecewise functions as functions that have
different rules for evaluation depending on the value of
the input.
I can identify which evaluation rule to use for a specific
value of x.
I can represent a piecewise function with a table or
graph by evaluating several values of x.
I can explain that the parent function for absolute value
functions is f(x) = |𝑥|.
I can explain why absolute value is considered a
composite function.
I can identify whether the vertex of an absolute value will
be a minimum or maximum by looking at the equation.
I can find the y-intercept of an absolute value by
substituting 0 for x and evaluating.
I can use calculated values while looking for a minimum
or maximum to decide if the quadratic has x-intercepts.
I can graph an absolute value using evaluated points.
I can use technology to graph an absolute value and to
find precise values for the x-intercepts and the
maximum or minimum.
I can graph a step function by substituting values for x
and plotting the points.
I can define a polynomial.
I can identify the degree of a polynomial.
I can determine the x-intercepts of a polynomial when
looking at a graph of the function.
Page 4
RCSHS
Math Special Topics A
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Rowan County Senior High School 2012-2013
2012-2013
I can determine the end behavior of a polynomial by
looking at the degree and leading coefficient of the
equation.
I can use technology to graph a polynomial and to find
precise values for the x-intercept(s) and the maximums
and minimum (turning points).
I can define rational functions as the ratio of two
polynomials.
I can state the end behavior of a rational function by
interpreting the graph.
I can determine if a rational function has a horizontal
asymptote and find the asymptote.
I can use technology to graph rational functions and to
find precise values for the x-intercepts, and the
maximums and minimum (turning points).
I can explain that the parent function for exponentials is
f(x) = bx.
I can determine the domain, range, and end behavior
(horizontal asymptote) of an exponential function when
looking at its graph.
I can classify exponential functions in function notation
as growth or decay.
I can graph exponential functions.
Page 5