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matrix
fraction/negative
exponents
matrices
complex numbers
closure
identity
inverse
*MEPCV

significant digits
*MEPCV

conic sections
*MEPCV




functions
complex roots
logarithms
rational functions
domain
range
asymptotic behavior
polynomial
rational
trigonometric functions
rotation/reflection
symmetry
characteristics
exponential/logarithmic/
radical equation
iterative
recursive function
vectors
*MEPCV



*MEPCV Maintain and Enhance Previous Content Vocabulary
Previous
Content Vocabulary
is now enhanced to the current grade appropriate indicators.
Data Analysis &
Probability Standard
Patterns, Functions and
Algebra Standard
Geometry and Spatial
Sense Standard
Measurement Standard
Number, Number Sense
and Operations Standard
*MEPCV
Algebra II Student Vocabulary
Note: Letters/numbers correlate to the Ohio Academic Content Standards book.

June 2006
Bold indicates student vocabulary mastered at this grade level.






238 Richmond Heights Schools Standards-Based Mathematics Course of Study 2006

Algebra II

Number, Number Sense and Operations Standard
Students demonstrate number sense, including an understanding of number systems and operations and how they relate to one another. Students
compute fluently and make reasonable estimates using paper and pencil, technology-supported and mental methods.






























Strategies/Clarifications






















(12#2) connections made to probability for
example; lottery, insurance


misc. combination problems









Grade-Level Indicators


Number and Number Systems
Determine what properties hold for
matrix
addition and matrix
multiplication; such as, use examples to show addition is
commutative and when multiplication is not commutative.
(Gr.11#1)




Computation and Estimation
Use
fractional
and
negative exponents
as optional ways of
representing and finding solutions for problem situations; such
as, 27 = (27

)
2
= (
3
27)
2
= 9.
(Gr.11#8)


Apply combinations as a method to create coefficients for the
Binomial Theorem, and make connections to everyday and
workplace problem situations.
(Gr.12#2)










Meaning of Operations
Use
matrices
to represent given information in a problem
situation.
(Gr.11#4)


Computation and Estimation
Compute sums, differences and products of matrices using
paper and pencil calculations for simple cases, and technology
for more complicated cases.
(Gr.11#6)


Ohio Benchmarks
Grades 11 - 12

Demonstrate that vectors
and matrices are systems
having some of the same
properties of the real
number system. (A)



Apply factorials and
exponents, including
fractional exponents, to
solve practical problems.
(C)






Demonstrate fluency in
operations with real
numbers, vectors and
matrices, using mental
computation or paper and
pencil calculations for
simple cases, and
technology for more
complicated cases. (D)



Note: Letters/numbers correlate to the Ohio Academic Content Standards book.

June 2006
Bold indicates student vocabulary mastered at this grade level.






239 Richmond Heights Schools Standards-Based Mathematics Course of Study 2006

Algebra II

Number, Number Sense and Operations Standard
(continued)
Students demonstrate number sense, including an understanding of number systems and operations and how they relate to one another. Students
compute fluently and make reasonable estimates using paper and pencil, technology-supported and mental methods.






























Strategies/Clarifications


(11#7) Graphing calculators can perform
arithmetic operations on complex numbers.
Grade-Level Indicators


Computation and Estimation
Compute sums, differences, products and quotients of
complex

numbers
.
(Gr.11#7)


Number and Number Systems
Determine what properties (
closure
,
identity
,
inverse
,
commutative and associative) hold for operations with complex
numbers.
(Gr.12#1)





Ohio Benchmarks
Grades 11 - 12

Represent and compute
with complex numbers.
(E)














Note: Letters/numbers correlate to the Ohio Academic Content Standards book.

June 2006
Bold indicates student vocabulary mastered at this grade level.






240 Richmond Heights Schools Standards-Based Mathematics Course of Study 2006

Algebra II

Measurement Standard

Students estimate and measure to a required degree of accuracy and precision by selecting and using appropriate units, tools and technologies.




























Strategies/Clarifications


(11#1)
significant digits
:

-all non-zero digits

-zeros between 2 non-zero digits,
such as, 309

-decimals: all zeros after the last non-
zero digits, such as, 22.0

non-significant digits:

-whole number: assume all zeros after
last non-zero digit are not significant
(unless you know otherwise),
such as, 1600 00 not significant

general rule for calculation involving
measurement: carry all digits through the
calculation, round the result to the same number
of significant digits as the measurement with the
fewest number of significant digits.

ex., add: 67.45 + 32.0 + 1800 = 1899.45,
round to two significant digits 1900
because 1800 has two significant digits


Grade-Level Indicators


Measurement Units
Determine the units of
significant digits
in a measurement.
(Gr.11#1)

















Ohio Benchmarks
Grades 11 - 12

Explain differences
among accuracy,
precision and error, and
describe how each of
those can affect solutions
in measurement
situations. (A)
















Note: Letters/numbers correlate to the Ohio Academic Content Standards book.

June 2006
Bold indicates student vocabulary mastered at this grade level.






241 Richmond Heights Schools Standards-Based Mathematics Course of Study 2006

Algebra II

Geometry and Spatial Sense Standard

Students identify, classify, compare and analyze characteristics, properties and relationships of one-, two- and three-dimensional geometric figures
and objects. Students use spatial reasoning, properties of geometric objects, and transformations to analyze mathematical situations and solve
problems.





























Ohio Benchmarks
Grades 11 - 12

Note: This is an extension
of benchmark H in grades
11-12 in Mathematical
Processes.

Use formal mathematical
language and notation to
represent ideas, to
demonstrate relationships
within and among
representation systems,
and to formulate
generalizations. (H)


Strategies/Clarifications







(10#3)
conic sections
includes hyperbolas,
parabolas and ellipses
Grade-Level Indicators







Visualization and Geometric Models

Relate graphical and algebraic representations of lines, simple
curves and
conic sections
.
(Gr.12#3)


Note: Letters/numbers correlate to the Ohio Academic Content Standards book.

June 2006
Bold indicates student vocabulary mastered at this grade level.






242 Richmond Heights Schools Standards-Based Mathematics Course of Study 2006

Algebra II

Patterns, Functions and Algebra

Students use patterns, relations and functions to model, represent and analyze problem situations that involve variable quantities. Students
analyze, model and solve problems using various representations such as, tables, graphs and equations.

























Strategies/Clarifications



















(11#6) y = f(x)
solve for x in terms of y

y = f
-1
(x)




(11#10) characteristics: vertex, focus, axis of
symmetry, direct