A Correlation of Pearson Texas Algebra IIassets.pearsonschool.com/correlations/ADOPT_TX_Alg_2_Digital_2015_Final.pdfA Correlation of . Pearson . Texas Algebra II . Digital, ©2015

A Correlation of

Pearson Texas Algebra II

Digital, ©2015

To the Texas Essential Knowledge and Skills (TEKS)

for Algebra II, High School, and the Texas English Language Proficiency Standards (ELPS)

Chapter 111. Mathematics §111.40. Algebra II, Adopted 2012 (One-Half to One Credit). Proclamation 2015

Page 1 of 255 Pearson Education, Inc., publishing as Prentice Hall: 9780133306873 Student Material

SubjectSubchapterCoursePublisherProgram TitleProgram ISBN

Pearson Texas Algebra 2, Digital

Correlations to the Texas Essential Knowledge and Skills (TEKS): Student Material

Chapter 111. MathematicsSubchapter C. High School§111.40. Algebra II, Adopted 2012 (One-Half to One Credit).Pearson Education, Inc., publishing as Prentice Hall

(4) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and Skills.

9780133306873

(a) General requirements. Students shall be awarded one-half to one credit for successful completion of this course. Prerequisite: Algebra I.

(b) Introduction.

(1) The desire to achieve educational excellence is the driving force behind the Texas essential knowledge and skills for mathematics, guided by the college and career readiness standards. By embedding statistics, probability, and finance, while focusing on fluency and solid understanding, Texas will lead the way in mathematics education and prepare all Texas students for the challenges they will face in the 21st century.

(2) The process standards describe ways in which students are expected to engage in the content. The placement of the process standards at the beginning of the knowledge and skills listed for each grade and course is intentional. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. The process standards are integrated at every grade level and course. When possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Students will select appropriate tools such as real objects, manipulatives, paper and pencil, and technology and techniques such as mental math, estimation, and number sense to solve problems. Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, and language. Students will use mathematical relationships to generate solutions and make connections and predictions. Students will analyze mathematical relationships to connect and communicate mathematical ideas. Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

(3) In Algebra II, students will build on the knowledge and skills for mathematics in Kindergarten-Grade 8 and Algebra I. Students will broaden their knowledge of quadratic functions, exponential functions, and systems of equations. Students will study logarithmic, square root, cubic, cube root, absolute value, rational functions, and their related equations. Students will connect functions to their inverses and associated equations and solutions in both mathematical and real-world situations. In addition, students will extend their knowledge of data analysis and numeric and algebraic methods.



Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace

(i) apply mathematics to problems arising in everyday life Instruction 9780133306873 18 Lesson 1–3 Prob. 4

Review 9780133306873 19–20 Lesson 1–3 Exs. 7, 27Assessment 9780133306873 15 Lesson 1–3 Prob. 4 Got ItInstruction 9780133306873 142 Lesson 4–4 Prob. 4

Assessment 9780133306873 115 Lesson 4–4 Prob. 4 Got It



(ii) apply mathematics to problems arising in society

Instruction 9780133306873 72 Lesson 3–1 Prob. 3

Review 9780133306873 76 Lesson 3–1 Ex. 26Assessment 9780133306873 61 Lesson 3–1 Prob. 3 Got ItInstruction 9780133306873 173 Lesson 5–4 Prob. 3

Review 9780133306873 176 Lesson 5–4 Exs. 38



(iii) apply mathematics to problems arising in the workplace Instruction 9780133306873 99 Lesson 3–5 Prob. 4


Review 9780133306873 200 Lesson 5–8 Ex. 8





(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

(i) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process

Instruction 9780133306873 436–437 Lesson 10–4 Prob. 1

Review 9780133306873 439 Lesson 10–4 Ex. 12Assessment 9780133306873 386 Lesson 10–4 Prob. 1 Got It



(ii) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the reasonableness of the solution


Review 9780133306873 256 Lesson 6–5 Ex. 7Instruction 9780133306873 174 Lesson 5–4 Prob. 4


(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

(i) select tools, including real objects as appropriate, to solve problems


Review 9780133306873 428 Lesson 10–2 Ex. 24Instruction 9780133306873 94 Activity Lab 3–5 Act. 1






(ii) select tools, including manipulatives as appropriate, to solve problems

Instruction 9780133306873 524 Lesson 12–3 Prob. 4A

Review 9780133306873 527 Lesson 12–3 Ex. 12a



(iii) select tools, including paper and pencil as appropriate, to solve problems


Review 9780133306873 494 Lesson 11–6 Exs. 1–4, 6–11Instruction 9780133306873 491–492 Lesson 11–6 Prob. 1Instruction 9780133306873 359 Lesson 8–4 Prob. 3A

Assessment 9780133306873 315 Lesson 8–4 Ex. 5



(iv) select tools, including technology as appropriate, to solve problems

Instruction 9780133306873 185 Lesson 5–6 Prob. 2, Prob. 3

Review 9780133306873 188 Lesson 5–6 Exs. 19–27Instruction 9780133306873 491–492 Lesson 11–6 Prob. 1

Assessment 9780133306873 379 Lesson 10–3 Solve It






(v) select techniques, including mental math as appropriate, to solve problems

Instruction 9780133306873 359 Lesson 8–4 Prob. 3B


Review 9780133306873 182 Lesson 5–5 Exs. 16–21



(vi) select techniques including estimation as appropriate, to solve problems

Instruction 9780133306873 251 Lesson 6–4 Prob. 3C

Assessment 9780133306873 209 Lesson 6–4 Prob. 3 Got ItReview 9780133306873 272 Lesson 7–1 Ex. 16b

Instruction 9780133306873 167 Lesson 5–3 Prob. 3BAssessment 9780133306873 133 Lesson 5–3 Prob. 3 Got It



(vii) select techniques, including number sense as appropriate, to solve problems








(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

(i) communicate mathematical ideas using multiple representations, including symbols as appropriate Instruction 9780133306873 6 Lesson 1–1 Prob. 1

Review 9780133306873 9 Lesson 1–1 Exs. 1, 3–9Assessment 9780133306873 2 Lesson 1–1 Prob. 1 Got ItInstruction 9780133306873 203 Lesson 5–9 Prob. 2

Review 9780133306873 284 Lesson 7–3 Ex. 20



(ii) communicate mathematical ideas using multiple representations, including diagrams as appropriate Instruction 9780133306873 6 Lesson 1–1 Prob. 1


Review 9780133306873 344 Lesson 8–1 Ex. 9



(iii) communicate mathematical ideas using multiple representations, including graphs as appropriate Instruction 9780133306873 6 Lesson 1–1 Prob. 1


Review 9780133306873 211 Lesson 5–10 Ex. 18






(iv) communicate mathematical ideas using multiple representations, including language as appropriate Instruction 9780133306873 231 Lesson 6–1 Prob. 1





(v) communicate mathematical reasoning using multiple representations, including symbols as appropriate Instruction 9780133306873 470 Lesson 11–3 Prob. 4

Review 9780133306873 472 Lesson 11–3 Exs. 5–10Assessment 9780133306873 410 Lesson 11–3 Prob. 4 Got ItInstruction 9780133306873 358 Lesson 8–4 Prob. 2

Review 9780133306873 455 Lesson 11–1 Ex. 21



(vi) communicate mathematical reasoning using multiple representations, including diagrams as appropriate Instruction 9780133306873 343 Lesson 8–1 Prob. 4


Review 9780133306873 510 Lesson 12–1 Ex. 19






(vii) communicate mathematical reasoning using multiple representations, including graphs as appropriate Instruction 9780133306873 450–451 Lesson 11–1 Prob. 1





(viii) communicate mathematical reasoning using multiple representations, including language as appropriate Instruction 9780133306873 274 Lesson 7–2 Prob. 2





(ix) communicate [mathematical ideas'] implications using multiple representations, including symbols as appropriate Instruction 9780133306873 353 Lesson 8–3 Prob. 4


Review 9780133306873 408 Lesson 9–4 Ex. 55






(x) communicate [mathematical ideas'] implications using multiple representations, including diagrams as appropriate Instruction 9780133306873 343 Lesson 8–1 Prob. 4


Review 9780133306873 510 Lesson 12–1 Ex. 19



(xi) communicate [mathematical ideas'] implications using multiple representations, including graphs as appropriate Instruction 9780133306873 353 Lesson 8–3 Prob. 4


Review 9780133306873 73–76 Lesson 3–1 Exs. 1–6, 27



(xii) communicate [mathematical ideas'] implications using multiple representations, including language as appropriate Instruction 9780133306873 353 Lesson 8–3 Prob. 4







(xiii) communicate [mathematical reasoning's] implications using multiple representations, including symbols as appropriate Instruction 9780133306873 97 Lesson 3–5 Prob. 2


Review 9780133306873 361 Lesson 8–4 Ex. 34



(xiv) communicate [mathematical reasoning's] implications using multiple representations, including diagrams as appropriate Instruction 9780133306873 343 Lesson 8–1 Prob. 4


Review 9780133306873 510 Lesson 12–1 Ex. 19



(xv) communicate [mathematical reasoning's] implications using multiple representations, including graphs as appropriate Instruction 9780133306873 231 Lesson 6–1 Prob. 1

Review 9780133306873 233 Lesson 6–1 Ex. 4Assessment 9780133306873 190 Lesson 6–1 Prob. 1 Got ItInstruction 9780133306873 450–451 Lesson 11–1 Prob. 1







(xvi) communicate [mathematical reasoning's] implications using multiple representations, including language as appropriate Instruction 9780133306873 450–451 Lesson 11–1 Prob. 1


Review 9780133306873 361 Lesson 8–4 Ex. 34


(E) create and use representations to organize, record, and communicate mathematical ideas

(i) create representations to organize mathematical ideas


Review 9780133306873 86 Lesson 3–3 Ex. 17Assessment 9780133306873 93 Lesson 3–6 Ex. 5Instruction 9780133306873 346 Lesson 8–2 Prob. 2

Review 9780133306873 473 Lesson 11–3 Ex. 31



(ii) create representations to record mathematical ideas



Review 9780133306873 187 Lesson 5–6 Ex. 14



(iii) create representations to communicate mathematical ideas Instruction 9780133306873 36 Lesson 2–1 Prob. 1


Assessment 9780133306873 28Lesson 2–1 Prob. 1 Got It, Prob. 2 Got It




Instruction 9780133306873 103 Lesson 3–6 Prob. 2Review 9780133306873 464 Lesson 11–2 Ex. 22



(iv) use representations to organize mathematical ideas





(v) use representations to record mathematical ideas


Review 9780133306873 420 Lesson 10–1 Exs. 1–6Assessment 9780133306873 413 Lesson 11–3 Ex. 5Instruction 9780133306873 269 Lesson 7–1 Prob. 5



(vi) use representations to communicate mathematical ideas Instruction 9780133306873 209 Lesson 5–10 Prob. 3

Review 9780133306873 420 Lesson 10–1 Exs. 1–6Assessment 9780133306873 293 Lesson 8–1 Ex. 5Instruction 9780133306873 41 Lesson 2–2 Prob. 1

Review 9780133306873 187 Lesson 5–6 Ex. 15


(F) analyze mathematical relationships to connect and communicate mathematical ideas

(i) analyze mathematical relationships to connect mathematical ideas Instruction 9780133306873 23 Lesson 1–4 Prob. 3

Review 9780133306873 43 Lesson 2–2 Ex. 32

Assessment 978013330687381181

Lesson 3–4 Ex. 6Lesson 5–10 Ex. 4





Review 9780133306873 201 Lesson 5–8 Ex. 37



(ii) analyze mathematical relationships to communicate mathematical ideas



Review 9780133306873 344–345 Lesson 8–1 Exs. 10, 26


(G) display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication

(i) display, explain, or justify mathematical ideas using precise mathematical language in written or oral communication



Review 9780133306873 464 Lesson 11–2 Ex. 35



(ii) display, explain, or justify mathematical arguments using precise mathematical language in written or oral communication


Review 9780133306873 378 Lesson 8–7 Exs. 24, 26Instruction 9780133306873 394 Lesson 9–2 Prob. 1

Review 9780133306873 427 Lesson 10–2 Ex. 14Assessment 9780133306873 369 Lesson 10–1 Ex. 6




(2) Attributes of functions and their inverses. The student applies mathematical processes to understand that functions have distinct key attributes and understand the relationship between a function and its inverse. The student is expected to:

(A) graph the functions f(x)=√x, f(x)=1/x, f(x)=x 3 , f(x)= 3 √x, f(x)=b x , f(x)=|x| , and f(x)=log b (x) where b is 2, 10, and e , and, when applicable, analyze the key attributes such as domain, range, intercepts, symmetries, asymptotic behavior, and maximum and minimum given an interval

(i) graph the function f(x)=√x , and, when applicable, analyze the key attributes

Instruction97801333068739780133306873

238239

Lesson 6–2 Prob. 1ALesson 6–2 Prob. 2A, Prob. 3A

Review 9780133306873 240 Lesson 6–2 Ex. 1



(ii) graph the function f(x)=1/x , and, when applicable, analyze the key attributes


Review 9780133306873 15 Lesson 1–2 Exs. 15–20Assessment 9780133306873 9 Lesson 1–2 Prob. 3 Got It







(iii) graph the function f(x)=x 3 , and, when applicable, analyze the key attributes


Review 9780133306873 14 Lesson 1–2 Exs. 8, 9, 11–13Assessment 9780133306873 364 Lesson 10–1 Prob. 1 Got ItInstruction 9780133306873 417 Lesson 10–1 Prob. 1

Review 9780133306873 420-421 Lesson 10–1 Exs. 1–12



(iv) graph the function f(x)= 3 √x , and, when applicable, analyze the key attributes

Instruction 9780133306873 425 Lesson 10–2 Prob. 1, Prob. 2A








(v) graph the function f(x)=b x and, when applicable, analyze the key attributes

Instruction97801333068739780133306873

267268

Lesson 7–1 Prob. 1Lesson 7–1 Prob. 2






(vi) graph the function f(x)=|x| , and, when applicable, analyze the key attributes

Instruction97801333068739780133306873

4647

Lesson 2–3 Prob. 1ALesson 2–3 Prob. 2A, Prob. 3A

Review 9780133306873 49–50 Lesson 2–3 Exs. 12–17, 19, 28






(vii) graph the function f(x)=log b (x) where b is 2, and, when applicable, analyze the key attributes

Instruction97801333068739780133306873

294294–295


Review 9780133306873 297 Lesson 7–5 Exs. 32–35Assessment 9780133306873 251 Lesson 7–5 Prob. 5 Got ItAssessment 9780133306873 254 Lesson 7–5 Ex. 2



(viii) graph the function f(x)=log b (x) where b is 10, and, when applicable, analyze the key attributes

Instruction97801333068739780133306873

294294-295


Review 9780133306873 296–297 Lesson 7–5 Exs. 16, 32–35Instruction 9780133306873 293 Lesson 7–5 Prob. 3

Assessment 9780133306873 251 Lesson 7–5 Prob. 5 Got ItAssessment 9780133306873 254 Lesson 7–5 Ex. 2






(ix) graph the function f(x)=log b (x) where b is e , and, when applicable, analyze the key attributes

Instruction97801333068739780133306873

313314


Review 9780133306873 316 Lesson 7–8 Exs. 1, 15–20



(B) graph and write the inverse of a function using notation such as f -1 (x)

(i) graph the inverse of a function using notation

Instruction 9780133306873 23 Lesson 1–4 Prob. 2B, Prob. 3A

Review 9780133306873 26 Lesson 1–4 Exs. 6–9Assessment 9780133306873 21 Lesson 1–4 Prob. 3 Got It part a

Instruction97801333068739780133306873

231232

Lesson 6–1 Prob. 1CLesson 6–1 Prob. 2C



(ii) write the inverse of a function using notation


Review 9780133306873 26 Lesson 1–4 Exs. 6–9Assessment 9780133306873 26 Lesson 1–4 Ex. 5Instruction 9780133306873 231 Lesson 6–1 Prob. 1A






(C) describe and analyze the relationship between a function and its inverse (quadratic and square root, logarithmic and exponential), including the restriction(s) on domain, which will restrict its range

(i) describe the relationship between a function and its inverse (quadratic and square root), including the restriction(s) on domain, which will restrict its range


Review 9780133306873 26–27 Lesson 1–4 Exs. 15, 26Assessment 9780133306873 21 Lesson 1–4 Prob. 3 Got It

Instruction97801333068739780133306873

231232

Lesson 6–1 Prob. 1B, Prob. 1DLesson 6–1 Prob. 2A, Prob. 2B

Review 9780133306873 233 Lesson 6–1 Exs. 2, 4



(ii) describe the relationship between a function and its inverse (logarithmic and exponential), including the restriction(s) on domain, which will restrict its range


Review 9780133306873 295–296 Lesson 7–5 Exs. 7–9Assessment 9780133306873 251 Lesson 7–5 Prob. 3 Got It



(iii) analyze the relationship between a function and its inverse (quadratic and square root), including the restriction(s) on domain, which will restrict its range


Review 9780133306873 26-27 Lesson 1–4 Exs. 15, 26Assessment 9780133306873 21 Lesson 1–4 Prob. 3 Got It

Instruction97801333068739780133306873

231232








(iv) analyze the relationship between a function and its inverse (logarithmic and exponential), including the restriction(s) on domain, which will restrict its range


Review 9780133306873 295-296 Lesson 7–5 Exs. 7–9


(D) use the composition of two functions, including the necessary restrictions on the domain, to determine if the functions are inverses of each other

(i) use the composition of two functions, including the necessary restrictions on the domain, to determine if the functions are inverses of each other



Review 9780133306873 234 Lesson 6–1 Exs. 9–12Instruction 9780133306873 427 Lesson 10–2 Prob. 5

(3) Systems of equations and inequalities. The student applies mathematical processes to formulate systems of equations and inequalities, use a variety of methods to solve, and analyze reasonableness of solutions. The student is expected to:

(A) formulate systems of equations, including systems consisting of three linear equations in three variables and systems consisting of two equations, the first linear and the second quadratic

(i) formulate systems of equations, including systems consisting of three linear equations in three variables Instruction 9780133306873 99 Lesson 3–5 Prob. 4

Review 9780133306873 100-101 Lesson 3–5 Exs. 10–12, 25–28Assessment 9780133306873 85 Lesson 3–5 Prob. 4 Got It






(ii) formulate systems of equations, including systems consisting of two equations, the first linear and the second quadratic Instruction 9780133306873 216 Lesson 5–11 Prob. 4

Review 9780133306873 217-218 Lesson 5–11 Exs. 19, 28, 30, 37Assessment 9780133306873 185 Lesson 5–11 Prob. 4 Got It


(B) solve systems of three linear equations in three variables by using Gaussian elimination, technology with matrices, and substitution

(i) solve systems of three linear equations in three variables by using Gaussian elimination Instruction 9780133306873 104 Lesson 3–6 Prob. 4




(ii) solve systems of three linear equations in three variables by using technology with matrices Instruction 9780133306873 105 Lesson 3–6 Prob. 5


Assessment 9780133306873 91 Lesson 3–6 Prob. 5 Got ItReview 9780133306873 106-107 Lesson 3–6 Exs. 19–23



(iii) solve systems of three linear equations in three variables by using substitution Instruction 9780133306873 98 Lesson 3–5 Prob. 3








(C) solve, algebraically, systems of two equations in two variables consisting of a linear equation and a quadratic equation

(i) solve, algebraically, systems of two equations in two variables consisting of a linear equation and a quadratic equation





(D) determine the reasonableness of solutions to systems of a linear equation and a quadratic equation in two variables

(i) determine the reasonableness of solutions to systems of a linear equation and a quadratic equation in two variables


Review 9780133306873 217–218 Lesson 5–11 Exs. 27, 29Instruction 9780133306873 214 Lesson 5–11 Prob. 1



(E) formulate systems of at least two linear inequalities in two variables

(i) formulate systems of at least two linear inequalities in two variables Instruction 9780133306873 84-85 Lesson 3–3 Prob. 3

Review 9780133306873 86 Lesson 3–3 Exs. 13–17Assessment 9780133306873 73 Lesson 3–3 Prob. 3 Got ItInstruction 9780133306873 89-90 Lesson 3–4 Prob. 2

Review 9780133306873 90-91 Lesson 3–4 Exs. 4, 5





(F) solve systems of two or more linear inequalities in two variables

(i) solve systems of two or more linear inequalities in two variables Instruction 9780133306873 84 Lesson 3–3 Prob. 2

Review 9780133306873 85-87 Lesson 3–3 Exs. 1–17, 29–31Instruction 9780133306873 83 Lesson 3–3 Prob. 1Instruction 9780133306873 84-85 Lesson 3–3 Prob. 3



(G) determine possible solutions in the solution set of systems of two or more linear inequalities in two variables

(i) determine possible solutions in the solution set of systems of two or more linear inequalities in two variables


Review 9780133306873 85-86 Lesson 3–3 Exs. 1–3, 15Instruction 9780133306873 84-85 Lesson 3–3 Prob. 3


Instruction97801333068739780133306873

8989–90


(4) Quadratic and square root functions, equations, and inequalities. The student applies mathematical processes to understand that quadratic and square root functions, equations, and quadratic inequalities can be used to model situations, solve problems, and make predictions. The student is expected to:

(A) write the quadratic function given three specified points in the plane

(i) write the quadratic function given three specified points in the plane


Review 9780133306873 168 Lesson 5–3 Exs. 1–6, 8–14Assessment 9780133306873 132 Lesson 5–3 Prob. 1 Got ItInstruction 9780133306873 166 Lesson 5–3 Prob. 2





(B) write the equation of a parabola using given attributes, including vertex, focus, directrix, axis of symmetry, and direction of opening

(i) write the equation of a parabola using given attributes, including vertex


Review 9780133306873 158 Lesson 5–1 Exs. 20, 21, 24, 25Assessment 9780133306873 121 Lesson 5–1 Prob. 5 Got It

Instruction

978013330687397801333068739780133306873

171172175

Lesson 5–4 Prob. 1Lesson 5–4 Prob. 2Lesson 5-4 Prob. 5

Review 9780133306873 175–177Lesson 5–4 Exs. 1–6, 11–17, 24–27, 50–52



(ii) write the equation of a parabola using given attributes, including focus


Review 9780133306873 175-177Lesson 5–4 Exs. 1–6, 24–27, 29–31, 40, 42, 52

Instruction 9780133306873 171 Lesson 5–4 Prob. 1Instruction 9780133306873 175 Lesson 5–4 Prob. 5




(iii) write the equation of a parabola using given attributes, including directrix


Review 9780133306873 175-177Lesson 5–4 Exs. 11–16, 29–31, 41, 50, 51, 58

Instruction 9780133306873 172 Lesson 5–4 Prob. 2Assessment 9780133306873 138 Lesson 5–4 Prob. 2 Got ItAssessment 9780133306873 139 Lesson 5–4 Prob. 4 Got It






(iv) write the equation of a parabola using given attributes, including axis of symmetry Instruction 9780133306873 156 Lesson 5–1 Prob. 5

Review 9780133306873 158 Lesson 5–1 Exs. 22, 26, 27Assessment 9780133306873 121 Lesson 5–1 Prob. 5 Got It

Review 9780133306873 164 Lesson 5–2 Ex. 40



(v) write the equation of a parabola using given attributes, including direction of opening Instruction 9780133306873 156 Lesson 5–1 Prob. 5

Review 9780133306873 158 Lesson 5–1 Exs. 24, 25Assessment 9780133306873 121 Lesson 5–1 Prob. 5 Got It


(C) determine the effect on the graph of f(x) = √x when f(x) is replaced by af(x), f(x) + d, f(bx) , and f(x - c) for specific positive and negative values of a, b, c, and d

(i) determine the effect on the graph of f(x) = √x when f(x) is replaced by af(x) for specific positive values of a Instruction 9780133306873 244 Lesson 6–3 Prob. 1

Review 9780133306873 246–247 Lesson 6–3 Exs. 8, 13, 25Assessment 9780133306873 202 Lesson 6–3 Prob. 1 Got ItAssessment 9780133306873 203 Lesson 6–3 Prob. 5 Got It

Review 9780133306873 246 Lesson 6–3 Ex. 20






(ii) determine the effect on the graph of f(x) = √x when f(x) is replaced by af(x) for specific negative values of a Instruction 9780133306873 244 Lesson 6–3 Prob. 1




(iii) determine the effect on the graph of f(x) = √x when f(x) is replaced by f(x) + d for specific positive values of d


Review 9780133306873 246–248Lesson 6–3 Exs. 1, 4, 19, 30, 32, 36

Assessment 9780133306873 202 Lesson 6–3 Prob. 2 Got ItInstruction 9780133306873 238 Lesson 6–2 Prob. 1

Review 9780133306873 240–242Lesson 6–2 Exs. 7–8, 14, 15, 31, 32, 41



(iv) determine the effect on the graph of f(x) = √x when f(x) is replaced by f(x) + d for specific negative values of d


Review 9780133306873 246 Lesson 6–3 Exs. 2, 3, 12Assessment 9780133306873 202 Lesson 6–3 Prob. 2 Got ItInstruction 9780133306873 239 Lesson 6–2 Prob. 3







(v) determine the effect on the graph of f(x) = √x when f(x) is replaced by f(bx) for specific positive values of b Instruction 9780133306873 245 Lesson 6–3 Prob. 4





(vi) determine the effect on the graph of f(x) = √x when f(x) is replaced by f(bx) for specific negative values of b Instruction 9780133306873 245 Lesson 6–3 Prob. 4

Review 9780133306873 246–248 Lesson 6–3 Exs. 11, 17, 18, 35Assessment 9780133306873 203 Lesson 6–3 Prob. 4 Got It



(vii) determine the effect on the graph of f(x) = √x when f(x) is replaced by f(x - c) for specific positive values of c Instruction 9780133306873 244 Lesson 6–3 Prob. 3

Review 9780133306873 246 Lesson 6–3 Ex. 5Assessment 9780133306873 203 Lesson 6–3 Prob. 3 Got ItInstruction 9780133306873 239 Lesson 6–2 Prob. 3B






(viii) determine the effect on the graph of f(x) = √x when f(x) is replaced by f(x - c) for specific negative values of c Instruction 9780133306873 244 Lesson 6–3 Prob. 3

Review 9780133306873 246 Lesson 6–3 Exs. 6, 7, 20Assessment 9780133306873 203 Lesson 6–3 Prob. 3 Got ItAssessment 9780133306873 203 Lesson 6–3 Prob. 5 Got ItInstruction 9780133306873 239 Lesson 6–2 Prob. 2B


(D) transform a quadratic function f(x) = ax 2 + bx + c to the form f(x) = a(x - h) 2 + k to identify the different attributes of f(x)

(i) transform a quadratic function f(x) = ax 2 + bx + c to the form f(x) = a(x - h) 2 + k to identify the different attributes of f(x)



Assessment 978013330734978013330734

127128

Lesson 5–2 Prob. 3 Got ItLesson 5–2 Ex. 1

Instruction97801333068739780133306873

193193




(E) formulate quadratic and square root equations using technology given a table of data

(i) formulate quadratic equations using technology given a table of data


Review 9780133306873 168–169 Lesson 5–3 Exs. 7, 16, 17Assessment 9780133306873 133 Lesson 5–3 Prob. 3 Got ItInstruction 9780133306873 514–515 Lesson 12–2 Prob. 3

Review 9780133306873 518 Lesson 12–2 Ex. 15






(ii) formulate square root equations using technology given a table of data


Review 9780133306873 251-252 Lesson 6–4 Exs. 7–9, 15Assessment 9780133306873 209 Lesson 6–4 Prob. 3 Got It


(F) solve quadratic and square root equations

(i) solve quadratic equations



Instruction

978013330687397801333068739780133306873

184186192


Review97801333068739780133306873

187–188200

Lesson 5–6 Exs. 1–12, 19–27Lesson 5–8 Exs. 20–28



(ii) solve square root equations

Instruction 9780133306873 249–250 Lesson 6–4 Prob. 1, Prob. 2


Instruction 9780133306873 253–255Lesson 6–5 Prob. 1Lesson 6–5 Prob. 3

Review97801333068739780133306873 256–258 Lesson 6–5 Exs. 1–6, 9–15, 27–29

Assessment 9780133306873 214 Lesson 6-5 Prob. 1 Got It, Prob. 2 Got It





(G) identify extraneous solutions of square root equations

(i) identify extraneous solutions of square root equations


Review 9780133306873 256–258 Lesson 6–5 Exs. 1–6, 9–14, 27–29



(H) solve quadratic inequalities

(i) solve quadratic inequalities


Review 9780133306873 211 Lesson 5–10 Exs. 1–12Assessment 9780133306873 178 Lesson 5–10 Prob. 1 Got ItInstruction 9780133306873 209 Lesson 5–10 Prob. 2, 3

Assessment97801333068739780133306873

178179

Lesson 5–10 Prob. 2 Got ItLesson 5–10 Prob. 3 Got It

(5) Exponential and logarithmic functions and equations. The student applies mathematical processes to understand that exponential and logarithmic functions can be used to model situations and solve problems. The student is expected to:

(A) determine the effects on the key attributes on the graphs of f(x) = b x and f(x) = log b (x) where b is 2, 10, and e when f(x) is replaced by af(x), f(x) + d, and f(x - c) for specific positive and negative real values of a, c , and d

(i) determine the effects on the key attributes on the graph of f(x) = b x where b is 2 when f(x) is replaced by af(x) for specific positive real values of a


Review 9780133306873 278 Lesson 7–2 Ex. 7Assessment 9780133306873 228 Lesson 7–2 Prob. 1 Got It part a






(ii) determine the effects on the key attributes on the graph of f(x) = b x where b is 2 when f(x) is replaced by af(x) for specific negative real values of a


Review 9780133306873 278 Lesson 7–2 Exs. 4, 15Assessment 9780133306873 228 Lesson 7–2 Prob. 1 Got It part b



(iii) determine the effects on the key attributes on the graph of f(x) = b x where b is 10 when f(x) is replaced by af(x) for specific positive real values of a





(iv) determine the effects on the key attributes on the graph of f(x) = b x where b is 10 when f(x) is replaced by af(x) for specific negative real values of a


Review 9780133306873 278 Lesson 7–2 Ex. 10Assessment 9780133306873 228 Lesson 7–2 Prob. 2 Got It part b






(v) determine the effects on the key attributes on the graph of f(x) = b x where b is e when f(x) is replaced by af(x) for specific positive real values of a





(vi) determine the effects on the key attributes on the graph of f(x) = b x where b is e when f(x) is replaced by af(x) for specific negative real values of a





(vii) determine the effects on the key attributes on the graph of f(x) = b x where b is 2 when f(x) is replaced by f(x) + d for specific positive real values of d









(viii) determine the effects on the key attributes on the graph of f(x) = b x where b is 2 when f(x) is replaced by f(x) + d for specific negative real values of d



Review 9780133306873 278–279 Lesson 7–2 Exs. 15, 23, 24



(ix) determine the effects on the key attributes on the graph of f(x) = b x where b is 10 when f(x) is replaced by f(x) + d for specific positive real values of d





(x) determine the effects on the key attributes on the graph of f(x) = b x where b is 10 when f(x) is replaced by f(x) + d for specific negative real values of d








(xi) determine the effects on the key attributes on the graph of f(x) = b x where b is e when f(x) is replaced by f(x) + d for specific positive real values of d





(xii) determine the effects on the key attributes on the graph of f(x) = b x where b is e when f(x) is replaced by f(x) + d for specific negative real values of d





(xiii) determine the effects on the key attributes on the graph of f(x) = b x where b is 2 when f(x) is replaced by f(x - c) for specific positive real values of c








(xiv) determine the effects on the key attributes on the graph of f(x) = b x where b is 2 when f(x) is replaced by f(x - c) for specific negative real values of c






(xv) determine the effects on the key attributes on the graph of f(x) = b x where b is 10 when f(x) is replaced by f(x - c) for specific positive real values of c


Review 9780133306873 278 Lesson 7–2 Exs. 6, 16Assessment 9780133306873 230 Lesson 7–2 Prob. 6 Got It part a



(xvi) determine the effects on the key attributes on the graph of f(x) = b x where b is 10 when f(x) is replaced by f(x - c) for specific negative real values of c








(xvii) determine the effects on the key attributes on the graph of f(x) = b x where b is e when f(x) is replaced by f(x - c) for specific positive real values of c





(xviii) determine the effects on the key attributes on the graph of f(x) = b x where b is e when f(x) is replaced by f(x - c) for specific negative real values of c





(xix) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 2 when f(x) is replaced by af(x) for specific positive real values of a



Review 9780133306873 310 Lesson 7–7 Ex. 20






(xx) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 2 when f(x) is replaced by af(x) for specific negative real values of a


Review 9780133306873 310 Lesson 7–7 Ex. 1Review 9780133306873 310 Lesson 7–7 Ex. 21



(xxi) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 10 when f(x) is replaced by af(x) for specific positive real values of a



Review 9780133306873 310 Lesson 7–7 Ex. 24



(xxii) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 10 when f(x) is replaced by af(x) for specific negative real values of a


Review 9780133306873 310 Lesson 7–7 Exs. 11, 12Review 9780133306873 310 Lesson 7–7 Ex. 23






(xxiii) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is e when f(x) is replaced by af(x) for specific positive real values of a






(xxiv) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is e when f(x) is replaced by af(x) for specific negative real values of a



Review 9780133306873 316 Lesson 7–8 Exs. 2, 5, 13



(xxv) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 2 when f(x) is replaced by f(x) + d for specific positive real values of d









(xxvi) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 2 when f(x) is replaced by f(x) + d for specific negative real values of d





(xxvii) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 10 when f(x) is replaced by f(x) + d for specific positive real values of d



Review 9780133306873 310 Lesson 7–7 Ex. 22



(xxviii) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 10 when f(x) is replaced by f(x) + d for specific negative real values of d



Review 9780133306873 310 Lesson 7–7 Ex. 24






(xxix) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is e when f(x) is replaced by f(x) + d for specific positive real values of d


Assessment 9780133306873 273 Lesson 7–8 Ex. 5Review 9780133306873 316 Lesson 7–7 Exs. 6, 13



(xxx) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is e when f(x) is replaced by f(x) + d for specific negative real values of d





(xxxi) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 2 when f(x) is replaced by f(x - c) for specific positive real values of c









(xxxii) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 2 when f(x) is replaced by f(x - c) for specific negative real values of c





(xxxiii) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 10 when f(x) is replaced by f(x - c) for specific positive real values of c



Review 9780133306873 310 Lesson 7–7 Ex. 23



(xxxiv) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 10 when f(x) is replaced by f(x - c) for specific negative real values of c



Review 9780133306873 310 Lesson 7–7 Ex. 22






(xxxv) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is e when f(x) is replaced by f(x - c) for specific positive real values of c


Assessment 9780133306873 274 Lesson 7–8 Exs. 2, 3Review 9780133306873 316 Lesson 7–8 Exs. 5, 11



(xxxvi) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is e when f(x) is replaced by f(x - c) for specific negative real values of c



Review 9780133306873 316 Lesson 7–8 Ex. 3


(B) formulate exponential and logarithmic equations that model real-world situations, including exponential relationships written in recursive notation

(i) formulate exponential equations that model real-world situations, including exponential relationships written in recursive notation

Instruction97801333068739780133306873

269287


Review 9780133306873 290 Lesson 7–4 Exs. 11–13Instruction 9780133306873 288 Lesson 7–4 Prob. 2, Prob. 3







(ii) formulate logarithmic equations that model real-world situations Instruction 9780133306873 322 Lesson 7–9 Prob. 7




(C) rewrite exponential equations as their corresponding logarithmic equations and logarithmic equations as their corresponding exponential equations

(i) rewrite exponential equations as their corresponding logarithmic equations Instruction 9780133306873 292 Lesson 7–5 Prob. 1

Review 9780133306873 295–296 Lesson 7–5 Exs. 1, 2, 11–14Assessment 9780133306873 250 Lesson 7–5 Prob. 1 Got ItInstruction 9780133306873 326 Lesson 7–10 Prob. 3




(ii) rewrite logarithmic equations as their corresponding exponential equations Instruction 9780133306873 292 Lesson 7–5 Prob. 2

Review 9780133306873 295–297 Lesson 7–5 Exs. 3–6, 24–31Assessment 9780133306873 250 Lesson 7–5 Prob. 2 Got ItInstruction 9780133306873 321 Lesson 7–9 Prob. 5–6






(D) solve exponential equations of the form y = ab x where a is a nonzero real number and b is greater than zero and not equal to one and single logarithmic equations having real solutions

(i) solve exponential equations of the form y = ab x where a is a nonzero real number and b is greater than zero and not equal to one

Instruction97801333068739780133306873

318319




Instruction97801333068739780133306873

319326





(ii) solve single logarithmic equations having real solutions


Review 9780133306873 324 Lesson 7–9 Exs. 26–29, 34

Assessment97801333068739780133306873

278284

Lesson 7–9 Prob. 5 Got ItLesson 7-10 Prob. 2 Got It

Instruction 9780133306873 325 Lesson 7–10 Prob. 2Review 9780133306873 327–328 Lesson 7–10 Exs. 4–6, 24


(E) determine the reasonableness of a solution to a logarithmic equation

(i) determine the reasonableness of a solution to a logarithmic equation. Instruction 9780133306873 321 Lesson 7–9 Prob. 6





(6) Cubic, cube root, absolute value and rational functions, equations, and inequalities. The student applies mathematical processes to understand that cubic, cube root, absolute value and rational functions, equations, and inequalities can be used to model situations, solve problems, and make predictions. The student is expected to:

(A) analyze the effect on the graphs of f(x) = x 3 and f(x) = 3 √x when f(x) is replaced by af(x), f(bx), f(x - c), and f(x) + d for specific positive and negative real values of a, b, c , and d

(i) analyze the effect on the graphs of f(x) = x 3 and when f(x) is replaced by af(x) for specific positive real values of a


Review 9780133306873 421 Lesson 10–1 Ex. 7

Assessment 9780133306873 366 Lesson 10–1 Prob. 4 Got It part b

Review 9780133306873 422 Lesson 10–1 Ex. 31



(ii) analyze the effect on the graphs of f(x) = x 3 when f(x) is replaced by af(x) for specific negative real values of a



Assessment 9780133306873 366 Lesson 10–1 Prob. 4 Got It part a




(iii) analyze the effect on the graphs of f(x) = x 3 when f(x) is replaced by f(bx) for specific positive real values of b









(iv) analyze the effect on the graphs of f(x) = x 3 when f(x) is replaced by f(bx) for specific negative real values of b


Review 9780133306873 421 Lesson 10–1 Ex. 10




(v) analyze the effect on the graphs of f(x) = x 3 when f(x) is replaced by f(x - c) for specific positive real values of c







(vi) analyze the effect on the graphs of f(x) = x 3 when f(x) is replaced by f(x - c) for specific negative real values of c


Review 9780133306873 420 Lesson 10–1 Ex. 3








(vii) analyze the effect on the graphs of f(x) = x 3 when f(x) is replaced by f(x) + d for specific positive real values of d


Review 9780133306873 420 Lesson 10–1 Ex. 1


Review 9780133306873 420 Lesson 10–1 Ex. 6



(viii) analyze the effect on the graphs of f(x) = x 3 when f(x) is replaced by f(x) + d for specific negative real values of d


Review 9780133306873 420 Lesson 10–1 Ex. 2




(ix) analyze the effect on the graphs of f(x) = 3 √x and when f(x) is replaced by af(x) for specific positive real values of a



Review 9780133306873 435 Lesson 10–3 Ex. 19






(x) analyze the effect on the graphs of f(x) = 3 √x when f(x) is replaced by af(x) for specific negative real values of a






(xi) analyze the effect on the graphs of f(x) = 3 √x when f(x) is replaced by f(bx) for specific positive real values of b



Review 9780133306873 434 Lesson 10–3 Ex. 15



(xii) analyze the effect on the graphs of f(x) = 3 √x when f(x) is replaced by f(bx) for specific negative real values of b



Review 9780133306873 434 Lesson 10–3 Ex. 11






(xiii) analyze the effect on the graphs of f(x) = 3 √x when f(x) is replaced by f(x - c) for specific positive real values of c


Review 9780133306873 434 Lesson 10–3 Exs. 9Assessment 9780133306873 380 Lesson 10–3 Prob. 2 Got It




(xiv) analyze the effect on the graphs of f(x) = 3 √x when f(x) is replaced by f(x - c) for specific negative real values of c



Review 9780133306873 434 Lesson 10–3 Exs. 10a, 13



(xv) analyze the effect on the graphs of f(x) = 3 √x when f(x) is replaced by f(x) + d for specific positive real values of d



Review 9780133306873 434–435 Lesson 10–3 Exs. 10a, 19a






(xvi) analyze the effect on the graphs of f(x) = 3 √x when f(x) is replaced by f(x) + d for specific negative real values of d



Review 9780133306873 434 Lesson 10–3 Ex. 15


(B) solve cube root equations that have real roots

(i) solve cube root equations that have real roots





(C) analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by af(x), f(bx), f(x-c), and f(x) + d for specific positive and negative real values of a, b, c , and d

(i) analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by af(x) for specific positive real values of a Instruction 9780133306873 53 Lesson 2–4 Prob. 3A

Review 9780133306873 55 Lesson 2–4 Exs. 10, 13, 14Instruction 9780133306873 54–55 Lesson 2–4 Prob. 5

Review 9780133306873 55 Lesson 2–4 Exs. 17, 18Assessment 9780133306873 50 Lesson 2–4 Ex. 2






(ii) analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by af(x) for specific negative real values of a Instruction 9780133306873 53 Lesson 2–4 Prob. 3B

Review 9780133306873 55 Lesson 2–4 Exs. 11, 12, 15Instruction 9780133306873 59 Lesson 2–5 Prob. 1




(iii) analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by f(bx) for specific positive real values of b Instruction 9780133306873 54 Lesson 2–4 Prob. 4

Review 9780133306873 56–57 Lesson 2–4 Exs. 30–31, 42Assessment 9780133306873 48 Lesson 2–4 Prob. 4 Got It




(iv) analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by f(bx) for specific negative real values of b Instruction 9780133306873 54 Lesson 2–4 Prob. 4


Review 9780133306873 56 Lesson 2–4 Ex. 33






(v) analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by f(x-c) for specific positive real values of c Instruction 9780133306873 53 Lesson 2–4 Prob. 2

Review 9780133306873 55 Lesson 2–4 Ex. 6Instruction 9780133306873 54–55 Lesson 2–4 Prob. 5

Review 9780133306873 55 Lesson 2–4 Exs. 7, 9, 17, 20, 21Assessment 9780133306873 50 Lesson 2–4 Ex. 2



(vi) analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by f(x-c) for specific negative real values of c Instruction 9780133306873 53 Lesson 2–4 Prob. 2


Review 9780133306873 55 Lesson 2–4 Exs. 8, 16, 18, 19Assessment 9780133306873 52 Lesson 2–4 Ex. 4b



(vii) analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by f(x) + d for specific positive real values of d Instruction 9780133306873 52 Lesson 2–4 Prob. 1








(viii) analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by f(x) + d for specific negative real values of d Instruction 9780133306873 52 Lesson 2–4 Prob. 1

Review 9780133306873 55 Lesson 2–4 Exs. 2–3Review 9780133306873 55 Lesson 2–4 Exs. 8, 16, 21


(D) formulate absolute value linear equations

(i) formulate absolute value linear equations


Review 9780133306873 39–40 Lesson 2–1 Exs. 15, 25–29, 37–47



(E) solve absolute value linear equations

(i) solve absolute value linear equations


Review 9780133306873 38–39 Lesson 2–1 Exs. 1–14, 16–24Assessment 9780133306873 28 Lesson 2–1 Prob. 1 Got ItInstruction 9780133306873 37 Lesson 2–1 Prob. 2, Prob. 3






(F) solve absolute value linear inequalities

(i) solve absolute value linear inequalities

Instruction97801333068739780133306873

4142


Review 9780133306873 43 Lesson 2–2 Exs. 1–12, 22–31

Assessment 9780133306873 34Lesson 2–2 Prob. 1 Got It, Prob. 2 Got It part a

Instruction 9780133306873 60 Lesson 2–5 Prob. 3Review 9780133306873 61 Lesson 2–5 Exs. 23–26


(G) analyze the effect on the graphs of f(x) = 1/x when f(x) is replaced by af(x), f(bx), f(x-c) , and f(x) + d for specific positive and negative real values of a, b, c , and d

(i) analyze the effect on the graphs of f(x) = 1/x when f(x) is replaced by af(x) for specific positive real values of a Instruction 9780133306873 459 Lesson 11–1 Prob. 2A, Prob. 2B


Assessment 9780133306873 400 Lesson 11–2 Prob. 2 Got It part a, b



(ii) analyze the effect on the graphs of f(x) = 1/x when f(x) is replaced by af(x) for specific negative real values of a Instruction 9780133306873 459 Lesson 11–2 Prob. 2C

Review 9780133306873 463 Lesson 11–2 Ex. 6

Assessment 9780133306873 400 Lesson 11–2 Prob. 2 Got It part c






(iii) analyze the effect on the graphs of f(x) = 1/x when f(x) is replaced by f(bx) for specific positive real values of b Instruction 9780133306873 461 Lesson 11–2 Prob. 5A




(iv) analyze the effect on the graphs of f(x) = 1/x when f(x) is replaced by f(bx) for specific negative real values of b Instruction 9780133306873 461 Lesson 11–2 Prob. 5B




(v) analyze the effect on the graphs of f(x) = 1/x when f(x) is replaced by f(x-c) for specific positive real values of c Instruction 9780133306873 460 Lesson 11–2 Prob. 4A


Review 9780133306873 463 Lesson 11–2 Ex. 18






(vi) analyze the effect on the graphs of f(x) = 1/x when f(x) is replaced by f(x-c) for specific negative real values of c Instruction 9780133306873 460 Lesson 11–2 Prob. 4B


Review 9780133306873 463 Lesson 11–2 Ex. 19



(vii) analyze the effect on the graphs of f(x) = 1/x when f(x) is replaced by f(x) + d for specific positive real values of d Instruction 9780133306873 459 Lesson 11–2 Prob. 3A


Review 9780133306873 463 Lesson 11–2 Ex. 17



(viii) analyze the effect on the graphs of f(x) = 1/x when f(x) is replaced by f(x) + d for specific negative real values of d Instruction 9780133306873 460 Lesson 11–2 Prob. 3B


Review 9780133306873 463 Lesson 11–2 Ex. 19





(H) formulate rational equations that model real-world situations

(i) formulate rational equations that model real-world situations




(I) solve rational equations that have real solutions

(i) solve rational equations that have real solutions


Review 9780133306873 494 Lesson 11–6 Exs. 1–4, 6–15, 18–25




(J) determine the reasonableness of a solution to a rational equation

(i) determine the reasonableness of a solution to a rational equation



Assessment97801333068739780133306873

431432

Lesson 11–6 Prob. 2 Got ItLesson 11–6 Exs. 1, 2

Instruction 9780133306873 492–493 Lesson 11–6 Prob. 2Review 9780133306873 494 Lesson 11–6 Exs. 1–4, 6–15





(K) determine the asymptotic restrictions on the domain of a rational function and represent domain and range using interval notation, inequalities, and set notation

(i) determine the asymptotic restrictions on the domain of a rational function






(ii) represent domain using interval notation






(iii) represent domain using inequalities








(iv) represent domain set notation





(v) represent range using interval notation






(vi) represent range using inequalities








(vii) represent range set notation




(L) formulate and solve equations involving inverse variation

(i) formulate equations involving inverse variation

Instruction97801333068739780133306873

451452

Lesson 11–1 Prob. 2ALesson 11–1 Prob. 3A

Review 9780133306873 454–455 Lesson 11–1 Exs. 2, 4, 5–10, 15, 17

Assessment 9780133306873 392 Lesson 11–1 Prob. 1 Got ItInstruction 9780133306873 462–463 Lesson 11–2 Prob. 7



(ii) solve equations involving inverse variation

Instruction97801333068739780133306873

451452

Lesson 11–1 Prob. 2CLesson 11–1 Prob. 3B

Review 9780133306873 454–455Lesson 11–1 Exs. 5–10, 16, 17, 19, 21


Instruction 9780133306873 452–453 Lesson 11–1 Prob. 4Instruction 9780133306873 453 Lesson 11–1 Prob. 5




(7) Number and algebraic methods. The student applies mathematical processes to simplify and perform operations on expressions and to solve equations. The student is expected to:

(A) add, subtract, and multiply complex numbers

(i) add complex numbers


Review 9780133306873 206 Lesson 5–9 Exs. 9–11, 40, 43

Assessment 9780133306873 171Lesson 5–9 Prob. 3 Got It part a, Prob. 3 Got It part d



(ii) subtract complex numbers Instruction 9780133306873 204 Lesson 5–9 Prob. 3B


Assessment 9780133306873 171Lesson 5–9 Prob. 3 Got It part b, Prob. 3 Got It part c



(iii) multiply complex numbers Instruction 9780133306873 204 Lesson 5–9 Prob. 4

Review 9780133306873 206 Lesson 5–9 Exs. 14, 15, 39, 42, 44



(B) add, subtract, and multiply polynomials

(i) add polynomials


Review 9780133306873 347–348 Lesson 8–2 Exs. 1, 2, 11, 13Assessment 9780133306873 296 Lesson 8–2 Prob. 1 Got ItInstruction 9780133306873 17 Lesson 1–3 Prob. 1






(ii) subtract polynomials





(iii) multiply polynomials





(C) determine the quotient of a polynomial of degree three and of degree four when divided by a polynomial of degree one and of degree two

(i) determine the quotient of a polynomial of degree three when divided by a polynomial of degree one Instruction 9780133306873 366 Lesson 8–5 Prob. 4




(ii) determine the quotient of a polynomial of degree three when divided by a polynomial of degree two Instruction 9780133306873 364 Lesson 8–5 Prob. 1







(iii) determine the quotient of a polynomial of degree four when divided by a polynomial of degree one Instruction 9780133306873 365 Lesson 8–5 Prob. 3




(iv) determine the quotient of a polynomial of degree four when divided by a polynomial of degree two Instruction 9780133306873 364 Lesson 8–5 Prob. 2A



(D) determine the linear factors of a polynomial function of degree three and of degree four using algebraic methods

(i) determine the linear factors of a polynomial function of degree three using algebraic methods


Review 9780133306873 354 Lesson 8–3 Exs. 1–5Assessment 9780133306873 302 Lesson 8–3 Prob. 1 Got ItInstruction 9780133306873 358 Lesson 8–4 Prob. 1A




(ii) determine the linear factors of a polynomial function of degree four using algebraic methods


Review 9780133306873 354 Lesson 8–3 Ex. 6Instruction 9780133306873 376–377 Lesson 8–7 Prob. 2






(E) determine linear and quadratic factors of a polynomial expression of degree three and of degree four, including factoring the sum and difference of two cubes and factoring by grouping

(i) determine linear factors of a polynomial expression of degree three including factoring the sum of two cubes Instruction 9780133306873 359 Lesson 8–4 Prob. 3




(ii) determine linear factors of a polynomial expression of degree three including factoring the difference of two cubes Instruction 9780133306873 360 Lesson 8–4 Prob. 6




(iii) determine linear factors of a polynomial expression of degree three including factoring by grouping Instruction 9780133306873 360 Lesson 8–4 Prob. 5A







(iv) determine linear factors of a polynomial expression of degree four, including factoring by grouping Instruction 9780133306873 360 Lesson 8–4 Prob. 5B




(v) determine quadratic factors of a polynomial expression of degree three including factoring the sum of two cubes Instruction 9780133306873 359 Lesson 8–4 Prob. 3




(vi) determine quadratic factors of a polynomial expression of degree three including factoring the difference of two cubes Instruction 9780133306873 360 Lesson 8–4 Prob. 6

Review 9780133306873 361 Lesson 8–4 Ex. 3Assessment 9780133306873 313 Lesson 8-4 Prob. 6 Got It






(vii) determine quadratic factors of a polynomial expression of degree three including factoring by grouping Instruction 9780133306873 360 Lesson 8–4 Prob. 5A





(viii) determine quadratic factors of a polynomial expression of degree four, including factoring by grouping Instruction 9780133306873 360 Lesson 8–4 Prob. 5B



(F) determine the sum, difference, product, and quotient of rational expressions with integral exponents of degree one and of degree two

(i) determine the sum of rational expressions with integral exponents of degree one Instruction 9780133306873 484 Lesson 11–5 Prob. 2A




(ii) determine the sum of rational expressions with integral exponents of degree two Instruction 9780133306873 484 Lesson 11–5 Prob. 2B







(iii) determine the sum of rational expressions with integral exponents of degree one and degree two Instruction 9780133306873 485 Lesson 11–5 Prob. 3




(iv) determine the difference of rational expressions with integral exponents of degree one Instruction 9780133306873 484 Lesson 11–5 Prob. 2A




(v) determine the difference of rational expressions with integral exponents of degree two Instruction 9780133306873 484 Lesson 11–5 Prob. 2B

Review 9780133306873 489 Lesson 11–5 Exs. 8, 14, 18Assessment 9780133306873 426 Lesson 11–5 Ex. 1



(vi) determine the difference of rational expressions with integral exponents of degree one and of degree two Instruction 9780133306873 486 Lesson 11–5 Prob. 4







(vii) determine the product of rational expressions with integral exponents of degree one Instruction 9780133306873 477 Lesson 11–4 Prob. 2A




(viii) determine the product of rational expressions with integral exponents of degree two Instruction 9780133306873 477 Lesson 11–4 Prob. 2C

Review 9780133306873 480–481 Lesson 11–4 Exs. 9, 11, 12, 23, 24




(ix) determine the product of rational expressions with integral exponents of degree one and of degree two Instruction 9780133306873 477 Lesson 11–4 Prob. 2B

Review 9780133306873 480 Lesson 11–4 Ex. 7

Assessment 9780133306873418420

Lesson 11–4 Ex. 1Lesson 11–4 Ex. 1, 3






(x) determine the quotient of rational expressions with integral exponents of degree one Instruction 9780133306873 478 Lesson 11–4 Prob. 3A




(xi) determine the quotient of rational expressions with integral exponents of degree two Instruction 9780133306873 479 Lesson 11–4 Prob. 4





(xii) determine the quotient of rational expressions with integral exponents of degree one and of degree two Instruction 9780133306873 478 Lesson 11–4 Prob. 3B

Review 9780133306873 481 Lesson 11–4 Ex. 14


(G) rewrite radical expressions that contain variables to equivalent forms

(i) rewrite radical expressions that contain variables to equivalent forms Instruction

97801333068739780133306873

390394

Lesson 9–1 Prob. 3Lesson 9–2 Prob. 2, Prob. 3




Review

9780133306873

9780133306873

391–392

396–397

Lesson 9–1 Exs. 13–16, 28, 29, 35–38

Lesson 9–2 Exs. 11–15, 17–24, 26, 27, 35–38


Instruction

978013330687397801333068739780133306873

395398406

Lesson 9–2 Prob. 4, Prob. 5Lesson 9–3 Prob. 1Lesson 9-4 Prob. 6

Review

9780133306873

9780133306873

401

407

Lesson 9–3 Exs. 4–6, 9, 10, 12, 15, 16, 19, 22, 23, 26, 27Lesson 9–4 Exs. 11–14, 21, 22


(H) solve equations involving rational exponents

(i) solve equations involving rational exponents Instruction 9780133306873 437 Lesson 10–4 Prob. 2



(I) write the domain and range of a function in interval notation, inequalities, and set notation

(i) write the domain of a function in interval notation






(ii) write the domain of a function in inequalities


Review 9780133306873 14 Lesson 1–2 Ex. 7aAssessment 9780133306873 190 Lesson 6–1 Prob. 2 Got It part bInstruction 9780133306873 232 Lesson 6–1 Prob. 2B




Review 9780133306873 233 Lesson 6–1 Ex. 8



(iii) write the domain of a function in interval set notation Instruction 9780133306873 8 Lesson 1–1 Prob. 6A

Review 9780133306873 10 Lesson 1–1 Exs. 13, 18Instruction 9780133306873 13 Prob. 3B



(iv) write the range of a function in interval notation



Review 9780133306873 14 Lesson 1–2 Ex. 1–6



(v) write the range of a function in inequalities


Review 9780133306873 14 Lesson 1–2 Ex. 7aInstruction 9780133306873 232 Lesson 6–1 Prob. 2B




(vi) write the range of a function in set notation


Review 9780133306873 10 Lesson 1–1 Exs. 13, 18Instruction 9780133306873 13 Lesson 1–2 Prob. 3B




(8) Data. The student applies mathematical processes to analyze data, select appropriate models, write corresponding functions, and make predictions. The student is expected to:

(A) analyze data to select the appropriate model from among linear, quadratic, and exponential models

(i) analyze data to select the appropriate model from among linear models Instruction 9780133306873 504 Lesson 12–1 Prob. 1A




(ii) analyze data to select the appropriate model from among quadratic models Instruction 9780133306873 505 Lesson 12–1 Prob. 1B




(iii) analyze data to select the appropriate model from among exponential models Instruction 9780133306873 505 Lesson 12–1 Prob. 1C

Review 9780133306873 507 Lesson 12–1 Exs. 1Assessment 9780133306873 436 Lesson 12–1 Prob. 1 Got It


(B) use regression methods available through technology to write a linear function, a quadratic function, and an exponential function from a given set of data

(i) use regression methods available through technology to write a linear function from a given set of data Instruction 9780133306873 512 Lesson 12–2 Prob. 1A

Review 9780133306873 516–518 Lesson 12–2 Exs. 1–3, 10a, 16bAssessment 9780133306873 442 Lesson 12–2 Prob. 1 Got ItInstruction 9780133306873 520 Lesson 12–3 Prob. 1A

Review 9780133306873 526 Lesson 12–3 Exs. 9a






(ii) use regression methods available through technology to write a quadratic function from a given set of data Instruction 9780133306873 514–515 Lesson 12–2 Prob. 3A, Prob. 3B

Review 9780133306873 516–518 Lesson 12–2 Exs. 7–9, 15Assessment 9780133306873 446 Lesson 12–2 Ex. 5Instruction 9780133306873 522 Lesson 12–3 Prob. 2A




(iii) use regression methods available through technology to write an exponential function from a given set of data



Review 9780133306873 525–527 Lesson 12–3 Exs. 7a, 10a, 10b, 11a


(C) predict and make decisions and critical judgments from a given set of data using linear, quadratic, and exponential models

(i) predict from a given set of data using linear models


Review 9780133306873 517–518 Lesson 12–2 Exs. 10b, 10c, 16cAssessment 9780133306873 442 Lesson 12–2 Prob. 1 Got It

Review 9780133306873 526 Lesson 12–3 Ex. 9b






(ii) predict from a given set of data using quadratic models


Review 9780133306873 518 Lesson 12–2 Ex. 15dAssessment 9780133306873 443 Lesson 12–2 Prob. 3 Got It



(iii) predict from a given set of data using exponential models Instruction 9780133306873 513 Lesson 12–2 Prob. 2

Review 9780133306873 517 Lesson 12–2 Ex. 11cAssessment 9780133306873 443 Lesson 12–2 Prob. 2 Got It

Review 9780133306873 525–527Lesson 12–3 Exs. 7b, 10c, 10d, 10e, 11b



(iv) make decisions from a given set of data using linear models Instruction 9780133306873 521 Lesson 12–3 Prob. 1B

Review 9780133306873 525–528 Lesson 12–3 Exs. 7c, 15




(v) make decisions from a given set of data using quadratic models Instruction 9780133306873 522 Lesson 12–3 Prob. 2B

Review 9780133306873 525 Lesson 12–3 Ex. 8c







(vi) make decisions from a given set of data using exponential models Instruction 9780133306873 523 Lesson 12–3 Prob. 3B

Review 9780133306873 525 Lesson 12–3 Ex. 7cAssessment 9780133306873 450 Prob. 3 Got It part b



(v) make critical judgments from a given set of data using linear models Instruction 9780133306873 521 Lesson 12–3 Prob. 1B





(vi) make critical judgments from a given set of data using quadratic models Instruction 9780133306873 522 Lesson 12–3 Prob. 2B








(vii) make critical judgments from a given set of data using exponential models Instruction 9780133306873 523 Lesson 12–3 Prob. 3B




Page 77 of 255 Pearson Education, Inc., publishing as Prentice Hall: 9780133306873 Teacher Material


(2) The process standards describe ways in which students are expected to engage in the content. The placement of the process standards at the beginning of the knowledge and skills listed for each grade and course is intentional. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. The process standards are integrated at every grade level and course. When possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Students will select appropriate tools such as real objects, manipulatives, paper and pencil, and technology and techniques such as mental math, estimation, and number sense to solve problems. Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, and language. Students will use mathematical relationships to generate solutions and make connections and predictions. Students will analyze mathematical relationships to connect and communicate mathematical ideas. Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

(3) In Algebra II, students will build on the knowledge and skills for mathematics in Kindergarten-Grade 8 and Algebra I. Students will broaden their knowledge of quadratic functions, exponential functions, and systems of equations. Students will study logarithmic, square root, cubic, cube root, absolute value, rational functions, and their related equations. Students will connect functions to their inverses and associated equations and solutions in both mathematical and real-world situations. In addition, students will extend their knowledge of data analysis and numeric and algebraic methods.

(4) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and Skills.

Correlations to the Texas Essential Knowledge and Skills (TEKS): Teacher Material

Chapter 111. MathematicsSubchapter C. High School§111.40. Algebra II, Adopted 2012 (One-Half to One Credit).Pearson Education, Inc., publishing as Prentice HallPearson Texas Algebra 2, Digital9780133306873

(a) General requirements. Students shall be awarded one-half to one credit for successful completion of this course. Prerequisite: Algebra I.

(b) Introduction.

(1) The desire to achieve educational excellence is the driving force behind the Texas essential knowledge and skills for mathematics, guided by the college and career readiness standards. By embedding statistics, probability, and finance, while focusing on fluency and solid understanding, Texas will lead the way in mathematics education and prepare all Texas students for the challenges they will face in the 21st century.






(i) apply mathematics to problems arising in everyday life Instruction 9780133308693 51 Lesson 1–3 Prob. 4

Review 9780133308693 53–54 Lesson 1–3 Exs. 7, 27Assessment 9780133308693 51 Lesson 1–3 Prob. 4 Got ItInstruction 9780133308693 346 Lesson 4–4 Prob. 4




(ii) apply mathematics to problems arising in society






(iii) apply mathematics to problems arising in the workplace Instruction 9780133308693 253 Lesson 3–5 Prob. 4


Review 9780133308693 494 Lesson 5–8 Ex. 8






(i) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process





(ii) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the reasonableness of the solution





(i) select tools, including real objects as appropriate, to solve problems


Review 9780133308693 1052 Lesson 10–2 Ex. 24Instruction 9780133308693 244 Activity Lab 3–5 Act. 1






(ii) select tools, including manipulatives as appropriate, to solve problems





(iii) select tools, including paper and pencil as appropriate, to solve problems


Review 9780133308693 1201 Lesson 11–6 Exs. 1–4, 6–11Instruction 9780133308693 1196 Lesson 11–6 Prob. 1Instruction 9780133308693 877 Lesson 8–4 Prob. 3A




(iv) select tools, including technology as appropriate, to solve problems



Instruction 97801333086939780133308693

11961199


Review 9780133308693 1201 Lesson 11–6 Exs. 1–4, 6–11Assessment 9780133308693 1058 Lesson 10–3 Solve It






(v) select techniques, including mental math as appropriate, to solve problems






(vi) select techniques including estimation as appropriate, to solve problems


Assessment 9780133308693 611 Lesson 6–4 Prob. 3 Got ItReview 9780133308693 665 Lesson 7–1 Ex. 16b

Instruction 9780133308693 413 Lesson 5–3 Prob. 3BAssessment 9780133308693 414 Lesson 5–3 Prob. 3 Got It



(vii) select techniques, including number sense as appropriate, to solve problems









(i) communicate mathematical ideas using multiple representations, including symbols as appropriate Instruction 9780133308693 21 Lesson 1–1 Prob. 1


Review 9780133308693 699 Lesson 7–3 Ex. 20



(ii) communicate mathematical ideas using multiple representations, including diagrams as appropriate Instruction 9780133308693 21 Lesson 1–1 Prob. 1


Review 9780133308693 838 Lesson 8–1 Ex. 9



(iii) communicate mathematical ideas using multiple representations, including graphs as appropriate Instruction 9780133308693 21 Lesson 1–1 Prob. 1


Review 9780133308693 523 Lesson 5–10 Ex. 18






(iv) communicate mathematical ideas using multiple representations, including language as appropriate Instruction 9780133308693 564 Lesson 6–1 Prob. 1





(v) communicate mathematical reasoning using multiple representations, including symbols as appropriate Instruction 9780133308693 1149 Lesson 11–3 Prob. 4


Review 9780133308693 1114 Lesson 11–1 Ex. 21



(vi) communicate mathematical reasoning using multiple representations, including diagrams as appropriate Instruction 9780133308693 836 Lesson 8–1 Prob. 4


Review 9780133308693 1239 Lesson 12–1 Ex. 19






(vii) communicate mathematical reasoning using multiple representations, including graphs as appropriate Instruction 9780133308693 1106 Lesson 11–1 Prob. 1





(viii) communicate mathematical reasoning using multiple representations, including language as appropriate Instruction 9780133308693 674 Lesson 7–2 Prob. 2





(ix) communicate [mathematical ideas'] implications using multiple representations, including symbols as appropriate Instruction 9780133308693 862 Lesson 8–3 Prob. 4


Review 9780133308693 996 Lesson 9–4 Ex. 55






(x) communicate [mathematical ideas'] implications using multiple representations, including diagrams as appropriate Instruction 9780133308693 836 Lesson 8–1 Prob. 4


Review 9780133308693 1239 Lesson 12–1 Ex. 19



(xi) communicate [mathematical ideas'] implications using multiple representations, including graphs as appropriate Instruction 9780133308693 862 Lesson 8–3 Prob. 4


Review 9780133308693 197–199 Lesson 3–1 Exs. 1–6, 27



(xii) communicate [mathematical ideas'] implications using multiple representations, including language as appropriate Instruction 9780133308693 862 Lesson 8–3 Prob. 4







(xiii) communicate [mathematical reasoning's] implications using multiple representations, including symbols as appropriate Instruction 9780133308693 251 Lesson 3–5 Prob. 2


Review 9780133308693 882 Lesson 8–4 Ex. 34



(xiv) communicate [mathematical reasoning's] implications using multiple representations, including diagrams as appropriate Instruction 9780133308693 836 Lesson 8–1 Prob. 4


Review 9780133308693 1239 Lesson 12–1 Ex. 19



(xv) communicate [mathematical reasoning's] implications using multiple representations, including graphs as appropriate Instruction 9780133308693 564 Lesson 6–1 Prob. 1








(xvi) communicate [mathematical reasoning's] implications using multiple representations, including language as appropriate Instruction 9780133308693 1106 Lesson 11–1 Prob. 1


Review 9780133308693 882 Lesson 8–4 Ex. 34



(i) create representations to organize mathematical ideas



Review 9780133308693 1154 Lesson 11–3 Ex. 31



(ii) create representations to record mathematical ideas



Review 9780133308693 460 Lesson 5–6 Ex. 14



(iii) create representations to communicate mathematical ideas Instruction 9780133308693 96 Lesson 2–1 Prob. 1


Assessment 9780133308693 96–97Lesson 2–1 Prob. 1 Got It, Prob. 2 Got It




Instruction 9780133308693 265 Lesson 3–6 Prob. 2Review 9780133308693 1136 Lesson 11–2 Ex. 22



(iv) use representations to organize mathematical ideas





(v) use representations to record mathematical ideas


Review 9780133308693 1034–1035 Lesson 10–1 Exs. 1–6Assessment 9780133308693 1151 Lesson 11–3 Ex. 5Instruction 9780133308693 661 Lesson 7–1 Prob. 5



(vi) use representations to communicate mathematical ideas Instruction 9780133308693 519 Lesson 5–10 Prob. 3

Review 9780133308693 1034–1035 Lesson 10–1 Exs. 1–6Assessment 9780133308693 837 Lesson 8–1 Ex. 5Instruction 9780133308693 109 Lesson 2–2 Prob. 1

Review 9780133308693 460 Lesson 5–6 Ex. 15



(i) analyze mathematical relationships to connect mathematical ideas Instruction 9780133308693 64 Lesson 1–4 Prob. 3

Review 9780133308693 114 Lesson 2–2 Ex. 32

Assessment 97801333086939780133308693

236521

Lesson 3–4 Ex. 6Lesson 5–10 Ex. 4





Review 9780133308693 495 Lesson 5–8 Ex. 37



(ii) analyze mathematical relationships to communicate mathematical ideas






(i) display, explain, or justify mathematical ideas using precise mathematical language in written or oral communication



Review 9780133308693 1137 Lesson 11–2 Ex. 35



(ii) display, explain, or justify mathematical arguments using precise mathematical language in written or oral communication









(i) graph the function f(x)=√x , and, when applicable, analyze the key attributes

Instruction978013330869397801333086939780133308693

579581582

Lesson 6–2 Prob. 1ALesson 6–2 Prob. 2ALesson 6–2 Prob. 3A

Review 9780133308693 584 Lesson 6–2 Ex. 1



(ii) graph the function f(x)=1/x , and, when applicable, analyze the key attributes









(iii) graph the function f(x)=x 3 , and, when applicable, analyze the key attributes



Review 9780133308693 1034–1035 Lesson 10–1 Exs. 1–12



(iv) graph the function f(x)= 3 √x , and, when applicable, analyze the key attributes

Instruction 97801333086939780133308693

10441045

Lesson 10–2 Prob. 1Lesson 10–2 Prob. 2A








(v) graph the function f(x)=b x and, when applicable, analyze the key attributes

Instruction 97801333086939780133308693

656657







(vi) graph the function f(x)=|x| , and, when applicable, analyze the key attributes

Instruction978013330869397801333086939780133308693

121123124

Lesson 2–3 Prob. 1ALesson 2–3 Prob. 2ALesson 2–3 Prob. 3A

Review 9780133308693 128–129 Lesson 2–3 Exs. 12–17, 19, 28






(vii) graph the function f(x)=log b (x) where b is 2, and, when applicable, analyze the key attributes

Instruction 97801333086939780133308693

721722


Review 9780133308693 725 Lesson 7–5 Exs. 32–35Assessment 9780133308693 722 Lesson 7–5 Prob. 5 Got ItAssessment 9780133308693 726 Lesson 7–5 Ex. 2



(viii) graph the function f(x)=log b (x) where b is 10, and, when applicable, analyze the key attributes

Instruction 97801333086939780133308693

721722


Review 9780133308693 725 Lesson 7–5 Exs. 16, 32–35Instruction 9780133308693 720 Lesson 7–5 Prob. 3B







(ix) graph the function f(x)=log b (x) where b is e , and, when applicable, analyze the key attributes

Instruction 97801333086939780133308693

764765


Review 97801333086939780133308693

770772

Lesson 7–8 Exs. 1Lesson 7–8 Exs. 15–20

Assessment 97801333086939780133308693

765766

Lesson 7–8 Prob. 1 Got It Lesson 7–8 Prob. 2 Got It



(i) graph the inverse of a function using notation

Instruction 97801333086939780133308693

6364

Lesson 1–4 Prob. 2BLesson 1–4 Prob. 3A

Review 9780133308693 69 Lesson 1–4 Exs. 6–9Assessment 9780133308693 65 Lesson 1–4 Prob. 3 Got It part a

Instruction 97801333086939780133308693

564565

Lesson 6–1 Prob. 1CLesson 6–1 Prob. 2C



(ii) write the inverse of a function using notation


Review 9780133308693 69 Lesson 1–4 Exs. 6–9Assessment 9780133308693 68 Lesson 1–4 Ex. 5Instruction 9780133308693 564 Lesson 6–1 Prob. 1A







(i) describe the relationship between a function and its inverse (quadratic and square root), including the restriction(s) on domain, which will restrict its range



Instruction 97801333086939780133308693

564565





(ii) describe the relationship between a function and its inverse (logarithmic and exponential), including the restriction(s) on domain, which will restrict its range





(iii) analyze the relationship between a function and its inverse (quadratic and square root), including the restriction(s) on domain, which will restrict its range



Instruction 9780133308693564565








(iv) analyze the relationship between a function and its inverse (logarithmic and exponential), including the restriction(s) on domain, which will restrict its range




(D) use the composition of two functions, including the necessary restrictions on the domain, to determine if the functions are inverses of each other

(i) use the composition of two functions, including the necessary restrictions on the domain, to determine if the functions are inverses of each other






(i) formulate systems of equations, including systems consisting of three linear equations in three variables Instruction 9780133308693 253 Lesson 3–5 Prob. 4

Review 9780133308693 255–256 Lesson 3–5 Exs. 10–12, 25–28Assessment 9780133308693 253 Lesson 3–5 Prob. 4 Got It






(ii) formulate systems of equations, including systems consisting of two equations, the first linear and the second quadratic Instruction 9780133308693 534 Lesson 5–11 Prob. 4

Review 9780133308693 537-538 Lesson 5–11 Exs. 19, 28, 30, 37Assessment 9780133308693 534 Lesson 5–11 Prob. 4 Got It



(i) solve systems of three linear equations in three variables by using Gaussian elimination Instruction 9780133308693 267 Lesson 3–6 Prob. 4




(ii) solve systems of three linear equations in three variables by using technology with matrices Instruction 9780133308693 268 Lesson 3–6 Prob. 5


Assessment 9780133308693 268 Lesson 3–6 Prob. 5 Got ItReview 9780133308693 272 Lesson 3–6 Exs. 19–23



(iii) solve systems of three linear equations in three variables by using substitution Instruction 9780133308693 252 Lesson 3–5 Prob. 3







(C) solve, algebraically, systems of two equations in two variables consisting of a linear equation and a quadratic equation

(i) solve, algebraically, systems of two equations in two variables consisting of a linear equation and a quadratic equation





(D) determine the reasonableness of solutions to systems of a linear equation and a quadratic equation in two variables

(i) determine the reasonableness of solutions to systems of a linear equation and a quadratic equation in two variables


Review 9780133308693 537-538 Lesson 5–11 Exs. 27, 29Instruction 9780133308693 530 Lesson 5–11 Prob. 1



(E) formulate systems of at least two linear inequalities in two variables

(i) formulate systems of at least two linear inequalities in two variables Instruction 9780133308693 222 Lesson 3–3 Prob. 3







(F) solve systems of two or more linear inequalities in two variables

(i) solve systems of two or more linear inequalities in two variables Instruction 9780133308693 220 Lesson 3–3 Prob. 2

Review 9780133308693 224–226 Lesson 3–3 Exs. 1–17, 29–31Instruction 9780133308693 219 Lesson 3–3 Prob. 1Instruction 9780133308693 222 Lesson 3–3 Prob. 3

Assessment 9780133308693 219–220Lesson 3–3 Prob. 1 Got It, Prob. 2 Got It


(G) determine possible solutions in the solution set of systems of two or more linear inequalities in two variables

(i) determine possible solutions in the solution set of systems of two or more linear inequalities in two variables


Review 9780133308693 224–225 Lesson 3–3 Exs. 1–3, 15Instruction 9780133308693 222 Lesson 3–3 Prob. 3


Instruction 97801333086939780133308693

233234



(A) write the quadratic function given three specified points in the plane

(i) write the quadratic function given three specified points in the plane


Review 9780133308693 416 Lesson 5–3 Exs. 1–6, 8–14Assessment 9780133308693 411 Lesson 5–3 Prob. 1 Got ItInstruction 9780133308693 412 Lesson 5–3 Prob. 2






(i) write the equation of a parabola using given attributes, including vertex


Review 9780133308693 388 Lesson 5–1 Exs. 20, 21, 24, 25Assessment 9780133308693 384 Lesson 5–1 Prob. 5 Got It

Instruction978013330869397801333086939780133308693

424426429


Review 9780133308693 431–434Lesson 5–4 Exs. 1–6, 11–17, 24–27, 50–52



(ii) write the equation of a parabola using given attributes, including focus


Review 9780133308693 431–434Lesson 5–4 Exs. 1–6, 24–27, 29–31, 40, 42, 52





(iii) write the equation of a parabola using given attributes, including directrix


Review 9780133308693 431–434Lesson 5–4 Exs. 11–16, 29–31, 41, 50, 51, 58







(iv) write the equation of a parabola using given attributes, including axis of symmetry Instruction 9780133308693 384 Lesson 5–1 Prob. 5


Review 9780133308693 404 Lesson 5–2 Ex. 40



(v) write the equation of a parabola using given attributes, including direction of opening Instruction 9780133308693 384 Lesson 5–1 Prob. 5




(i) determine the effect on the graph of f(x) = √x when f(x) is replaced by af(x) for specific positive values of a Instruction 9780133308693 594 Lesson 6–3 Prob. 1

Review 9780133308693 600–602 Lesson 6–3 Exs. 8, 13, 25Assessment 9780133308693 594 Lesson 6–3 Prob. 1 Got ItAssessment 9780133308693 598 Lesson 6–3 Prob. 5 Got It

Review 9780133308693 601 Lesson 6–3 Ex. 20






(ii) determine the effect on the graph of f(x) = √x when f(x) is replaced by af(x) for specific negative values of a Instruction 9780133308693 594 Lesson 6–3 Prob. 1




(iii) determine the effect on the graph of f(x) = √x when f(x) is replaced by f(x) + d for specific positive values of d







(iv) determine the effect on the graph of f(x) = √x when f(x) is replaced by f(x) + d for specific negative values of d


Review 9780133308693 600–601 Lesson 6–3 Exs. 2, 3, 12Assessment 9780133308693 595 Lesson 6–3 Prob. 2 Got ItInstruction 9780133308693 582 Lesson 6–2 Prob. 3







(v) determine the effect on the graph of f(x) = √x when f(x) is replaced by f(bx) for specific positive values of b Instruction 9780133308693 597 Lesson 6–3 Prob. 4





(vi) determine the effect on the graph of f(x) = √x when f(x) is replaced by f(bx) for specific negative values of b Instruction 9780133308693 597 Lesson 6–3 Prob. 4

Review 9780133308693 601–602 Lesson 6–3 Exs. 11, 17, 18, 35




(vii) determine the effect on the graph of f(x) = √x when f(x) is replaced by f(x - c) for specific positive values of c Instruction 9780133308693 596 Lesson 6–3 Prob. 3







(viii) determine the effect on the graph of f(x) = √x when f(x) is replaced by f(x - c) for specific negative values of c Instruction 9780133308693 596 Lesson 6–3 Prob. 3

Review 9780133308693 600–601 Lesson 6–3 Exs. 6, 7, 20Assessment 9780133308693 596 Lesson 6–3 Prob. 3 Got ItAssessment 9780133308693 598 Lesson 6–3 Prob. 5 Got ItInstruction 9780133308693 581 Lesson 6–2 Prob. 2B


(D) transform a quadratic function f(x) = ax 2 + bx + c to the form f(x) = a(x - h) 2 + k to identify the different attributes of f(x)

(i) transform a quadratic function f(x) = ax 2 + bx + c to the form f(x) = a(x - h) 2 + k to identify the different attributes of f(x)



Assessment 97801333086939780133308693

398401

Lesson 5–2 Prob. 3 Got ItLesson 5–2 Ex. 1

Instruction 97801333086939780133308693

474475





(i) formulate quadratic equations using technology given a table of data


Review 9780133308693 416–417 Lesson 5–3 Exs. 7, 16, 17Assessment 9780133308693 414 Lesson 5–3 Prob. 3 Got ItInstruction 9780133308693 1249 Lesson 12–2 Prob. 3

Review 9780133308693 1253 Lesson 12–2 Ex. 15






(ii) formulate square root equations using technology given a table of data





(i) solve quadratic equations



Instruction978013330869397801333086939780133308693

455457473


Review 97801333086939780133308693

460–461494

Lesson 5–6 Exs. 1–12, 19–27Lesson 5–8 Exs. 20–28



(ii) solve square root equations

Instruction 9780133308693 609–610 Lesson 6–4 Prob. 1, Prob. 2


Instruction 97801333086939780133308693

620622



Assessment 9780133308693 621 Lesson 6-5 Prob. 1 Got It, Prob. 2 Got It





(G) identify extraneous solutions of square root equations

(i) identify extraneous solutions of square root equations





(H) solve quadratic inequalities

(i) solve quadratic inequalities



Instruction 97801333086939780133308693

518519


Assessment 97801333086939780133308693

518519




(i) determine the effects on the key attributes on the graph of f(x) = b x where b is 2 when f(x) is replaced by af(x) for specific positive real values of a








(ii) determine the effects on the key attributes on the graph of f(x) = b x where b is 2 when f(x) is replaced by af(x) for specific negative real values of a


Review 9780133308693 681–683 Lesson 7–2 Exs. 4, 15Assessment 9780133308693 673 Lesson 7–2 Prob. 1 Got It part b



(iii) determine the effects on the key attributes on the graph of f(x) = b x where b is 10 when f(x) is replaced by af(x) for specific positive real values of a





(iv) determine the effects on the key attributes on the graph of f(x) = b x where b is 10 when f(x) is replaced by af(x) for specific negative real values of a








(v) determine the effects on the key attributes on the graph of f(x) = b x where b is e when f(x) is replaced by af(x) for specific positive real values of a





(vi) determine the effects on the key attributes on the graph of f(x) = b x where b is e when f(x) is replaced by af(x) for specific negative real values of a





(vii) determine the effects on the key attributes on the graph of f(x) = b x where b is 2 when f(x) is replaced by f(x) + d for specific positive real values of d


Review 9780133308693 682–683 Lesson 7–2 Exs. 11, 17Assessment 9780133308693 675 Lesson 7–2 Prob. 3 Got It part b







(viii) determine the effects on the key attributes on the graph of f(x) = b x where b is 2 when f(x) is replaced by f(x) + d for specific negative real values of d






(ix) determine the effects on the key attributes on the graph of f(x) = b x where b is 10 when f(x) is replaced by f(x) + d for specific positive real values of d





(x) determine the effects on the key attributes on the graph of f(x) = b x where b is 10 when f(x) is replaced by f(x) + d for specific negative real values of d








(xi) determine the effects on the key attributes on the graph of f(x) = b x where b is e when f(x) is replaced by f(x) + d for specific positive real values of d





(xii) determine the effects on the key attributes on the graph of f(x) = b x where b is e when f(x) is replaced by f(x) + d for specific negative real values of d





(xiii) determine the effects on the key attributes on the graph of f(x) = b x where b is 2 when f(x) is replaced by f(x - c) for specific positive real values of c








(xiv) determine the effects on the key attributes on the graph of f(x) = b x where b is 2 when f(x) is replaced by f(x - c) for specific negative real values of c






(xv) determine the effects on the key attributes on the graph of f(x) = b x where b is 10 when f(x) is replaced by f(x - c) for specific positive real values of c


Review 9780133308693 682–683 Lesson 7–2 Exs. 6, 16Assessment 9780133308693 678 Lesson 7–2 Prob. 6 Got It part a



(xvi) determine the effects on the key attributes on the graph of f(x) = b x where b is 10 when f(x) is replaced by f(x - c) for specific negative real values of c








(xvii) determine the effects on the key attributes on the graph of f(x) = b x where b is e when f(x) is replaced by f(x - c) for specific positive real values of c





(xviii) determine the effects on the key attributes on the graph of f(x) = b x where b is e when f(x) is replaced by f(x - c) for specific negative real values of c





(xix) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 2 when f(x) is replaced by af(x) for specific positive real values of a



Review 9780133308693 757 Lesson 7–7 Ex. 20






(xx) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 2 when f(x) is replaced by af(x) for specific negative real values of a





(xxi) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 10 when f(x) is replaced by af(x) for specific positive real values of a



Review 9780133308693 757 Lesson 7–7 Ex. 24



(xxii) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 10 when f(x) is replaced by af(x) for specific negative real values of a


Review 9780133308693 756 Lesson 7–7 Exs. 11, 12Review 9780133308693 757 Lesson 7–7 Ex. 23






(xxiii) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is e when f(x) is replaced by af(x) for specific positive real values of a






(xxiv) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is e when f(x) is replaced by af(x) for specific negative real values of a






(xxv) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 2 when f(x) is replaced by f(x) + d for specific positive real values of d









(xxvi) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 2 when f(x) is replaced by f(x) + d for specific negative real values of d





(xxvii) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 10 when f(x) is replaced by f(x) + d for specific positive real values of d



Review 9780133308693 757 Lesson 7–7 Ex. 22



(xxviii) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 10 when f(x) is replaced by f(x) + d for specific negative real values of d



Review 9780133308693 757 Lesson 7–7 Ex. 24






(xxix) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is e when f(x) is replaced by f(x) + d for specific positive real values of d


Assessment 9780133308693 769 Lesson 7–8 Ex. 5Review 9780133308693 770–771 Lesson 7–7 Exs. 6, 13



(xxx) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is e when f(x) is replaced by f(x) + d for specific negative real values of d





(xxxi) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 2 when f(x) is replaced by f(x - c) for specific positive real values of c









(xxxii) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 2 when f(x) is replaced by f(x - c) for specific negative real values of c





(xxxiii) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 10 when f(x) is replaced by f(x - c) for specific positive real values of c



Review 9780133308693 757 Lesson 7–7 Ex. 23



(xxxiv) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is 10 when f(x) is replaced by f(x - c) for specific negative real values of c



Review 9780133308693 757 Lesson 7–7 Ex. 22






(xxxv) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is e when f(x) is replaced by f(x - c) for specific positive real values of c


Assessment 9780133308693 773 Lesson 7–8 Exs. 2, 3Review 9780133308693 770–771 Lesson 7–8 Exs. 5, 11



(xxxvi) determine the effects on the key attributes on the graph of f(x) = log b (x) where b is e when f(x) is replaced by f(x - c) for specific negative real values of c



Review 9780133308693 770 Lesson 7–8 Ex. 3



(i) formulate exponential equations that model real-world situations, including exponential relationships written in recursive notation

Instruction 97801333086939780133308693

661706


Review 9780133308693 710 Lesson 7–4 Exs. 11–13Instruction 9780133308693 707–708 Lesson 7–4 Prob. 2, Prob. 3

Review 9780133308693 786–787 Lesson 7–9 Exs. 14, 15, 25Assessment 9780133308693 706 Lesson 7–4 Prob. 1 Got It






(ii) formulate logarithmic equations that model real-world situations Instruction 9780133308693 784 Lesson 7–9 Prob. 7





(i) rewrite exponential equations as their corresponding logarithmic equations Instruction 9780133308693 717 Lesson 7–5 Prob. 1





(ii) rewrite logarithmic equations as their corresponding exponential equations Instruction 9780133308693 719 Lesson 7–5 Prob. 2

Review 9780133308693 724–725 Lesson 7–5 Exs. 3–6, 24–31Assessment 9780133308693 719 Lesson 7–5 Prob. 2 Got ItInstruction 9780133308693 783 Lesson 7–9 Prob. 5, Prob 6







(i) solve exponential equations of the form y = ab x where a is a nonzero real number and b is greater than zero and not equal to one



Assessment 97801333086939780133308693

779780


Instruction 97801333086939780133308693

781796





(ii) solve single logarithmic equations having real solutions


Review 9780133308693 787 Lesson 7–9 Exs. 26–29, 34

Assessment 97801333086939780133308693

783796


Instruction 9780133308693 795 Lesson 7–10 Prob. 2Review 9780133308693 800–801 Lesson 7–10 Exs. 4–6, 24


(E) determine the reasonableness of a solution to a logarithmic equation

(i) determine the reasonableness of a solution to a logarithmic equation. Instruction 9780133308693 783 Lesson 7–9 Prob. 6







(i) analyze the effect on the graphs of f(x) = x 3 and when f(x) is replaced by af(x) for specific positive real values of a


Review 9780133308693 1035 Lesson 10–1 Ex. 7


Review 9780133308693 1037 Lesson 10–1 Ex. 31



(ii) analyze the effect on the graphs of f(x) = x 3 when f(x) is replaced by af(x) for specific negative real values of a







(iii) analyze the effect on the graphs of f(x) = x 3 when f(x) is replaced by f(bx) for specific positive real values of b









(iv) analyze the effect on the graphs of f(x) = x 3 when f(x) is replaced by f(bx) for specific negative real values of b


Review 9780133308693 1035 Lesson 10–1 Ex. 10




(v) analyze the effect on the graphs of f(x) = x 3 when f(x) is replaced by f(x - c) for specific positive real values of c







(vi) analyze the effect on the graphs of f(x) = x 3 when f(x) is replaced by f(x - c) for specific negative real values of c


Review 9780133308693 1034 Lesson 10–1 Ex. 3








(vii) analyze the effect on the graphs of f(x) = x 3 when f(x) is replaced by f(x) + d for specific positive real values of d


Review 9780133308693 1034 Lesson 10–1 Ex. 1


Review 9780133308693 1035 Lesson 10–1 Ex. 6



(viii) analyze the effect on the graphs of f(x) = x 3 when f(x) is replaced by f(x) + d for specific negative real values of d


Review 9780133308693 1034 Lesson 10–1 Ex. 2




(ix) analyze the effect on the graphs of f(x) = 3 √x and when f(x) is replaced by af(x) for specific positive real values of a



Review 9780133308693 1068 Lesson 10–3 Ex. 19






(x) analyze the effect on the graphs of f(x) = 3 √x when f(x) is replaced by af(x) for specific negative real values of a






(xi) analyze the effect on the graphs of f(x) = 3 √x when f(x) is replaced by f(bx) for specific positive real values of b



Review 9780133308693 1067 Lesson 10–3 Ex. 15



(xii) analyze the effect on the graphs of f(x) = 3 √x when f(x) is replaced by f(bx) for specific negative real values of b



Review 9780133308693 1067 Lesson 10–3 Ex. 11






(xiii) analyze the effect on the graphs of f(x) = 3 √x when f(x) is replaced by f(x - c) for specific positive real values of c






(xiv) analyze the effect on the graphs of f(x) = 3 √x when f(x) is replaced by f(x - c) for specific negative real values of c



Review 9780133308693 1067 Lesson 10–3 Exs. 10a, 13



(xv) analyze the effect on the graphs of f(x) = 3 √x when f(x) is replaced by f(x) + d for specific positive real values of d



Review 9780133308693 1067–1068 Lesson 10–3 Exs. 10a, 19a






(xvi) analyze the effect on the graphs of f(x) = 3 √x when f(x) is replaced by f(x) + d for specific negative real values of d



Review 9780133308693 1067 Lesson 10–3 Ex. 15


(B) solve cube root equations that have real roots

(i) solve cube root equations that have real roots






(i) analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by af(x) for specific positive real values of a Instruction 9780133308693 139 Lesson 2–4 Prob. 3A

Review 9780133308693 145–146 Lesson 2–4 Exs. 10, 13, 14Instruction 9780133308693 141 Lesson 2–4 Prob. 5

Review 9780133308693 146 Lesson 2–4 Exs. 17, 18Assessment 9780133308693 143 Lesson 2–4 Ex. 2






(ii) analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by af(x) for specific negative real values of a Instruction 9780133308693 139 Lesson 2–4 Prob. 3B

Review 9780133308693 145–146 Lesson 2–4 Exs. 11, 12, 15Instruction 9780133308693 156 Lesson 2–5 Prob. 1




(iii) analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by f(bx) for specific positive real values of b Instruction 9780133308693 140 Lesson 2–4 Prob. 4





(iv) analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by f(bx) for specific negative real values of b Instruction 9780133308693 140 Lesson 2–4 Prob. 4


Review 9780133308693 147 Lesson 2–4 Ex. 33






(v) analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by f(x-c) for specific positive real values of c Instruction 9780133308693 138 Lesson 2–4 Prob. 2


Review 9780133308693 145–146 Lesson 2–4 Exs. 7, 9, 17, 20, 21Assessment 9780133308693 143 Lesson 2–4 Ex. 2



(vi) analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by f(x-c) for specific negative real values of c Instruction 9780133308693 138 Lesson 2–4 Prob. 2


Review 9780133308693 145–146 Lesson 2–4 Exs. 8, 16, 18, 19Assessment 9780133308693 149 Lesson 2–4 Ex. 4b



(vii) analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by f(x) + d for specific positive real values of d Instruction 9780133308693 137 Lesson 2–4 Prob. 1








(viii) analyze the effect on the graphs of f(x) = |x| when f(x) is replaced by f(x) + d for specific negative real values of d Instruction 9780133308693 137 Lesson 2–4 Prob. 1

Review 9780133308693 144 Lesson 2–4 Exs. 2–3Review 9780133308693 145–146 Lesson 2–4 Exs. 8, 16, 21


(D) formulate absolute value linear equations

(i) formulate absolute value linear equations


Review 9780133308693 101–102 Lesson 2–1 Exs. 15, 25–29, 37–47



(E) solve absolute value linear equations

(i) solve absolute value linear equations


Review 9780133308693 101 Lesson 2–1 Exs. 1–14, 16–24Assessment 9780133308693 96 Lesson 2–1 Prob. 1 Got It

Instruction 97801333086939780133308693

9798







(F) solve absolute value linear inequalities

(i) solve absolute value linear inequalities

Instruction 97801333086939780133308693

109110


Review 9780133308693 113–114 Lesson 2–2 Exs. 1–12, 22–31

Assessment 97801333086939780133308693

109110

Lesson 2–2 Prob. 1 Got ItLesson 2–2 Prob. 2 Got It part a

Instruction 9780133308693 158 Lesson 2–5 Prob. 3Review 9780133308693 161 Lesson 2–5 Exs. 23–26



(i) analyze the effect on the graphs of f(x) = 1/x when f(x) is replaced by af(x) for specific positive real values of a Instruction 9780133308693 1125 Lesson 11–1 Prob. 2A, Prob. 2B


Assessment 9780133308693 1125 Lesson 11–2 Prob. 2 Got It part a, b



(ii) analyze the effect on the graphs of f(x) = 1/x when f(x) is replaced by af(x) for specific negative real values of a Instruction 9780133308693 1125 Lesson 11–2 Prob. 2C

Review 9780133308693 1134 Lesson 11–2 Ex. 6

Assessment 9780133308693 1125 Lesson 11–2 Prob. 2 Got It part c






(iii) analyze the effect on the graphs of f(x) = 1/x when f(x) is replaced by f(bx) for specific positive real values of b Instruction 9780133308693 1128 Lesson 11–2 Prob. 5A




(iv) analyze the effect on the graphs of f(x) = 1/x when f(x) is replaced by f(bx) for specific negative real values of b Instruction 9780133308693 1128 Lesson 11–2 Prob. 5B




(v) analyze the effect on the graphs of f(x) = 1/x when f(x) is replaced by f(x-c) for specific positive real values of c Instruction 9780133308693 1127 Lesson 11–2 Prob. 4A


Review 9780133308693 1135 Lesson 11–2 Ex. 18






(vi) analyze the effect on the graphs of f(x) = 1/x when f(x) is replaced by f(x-c) for specific negative real values of c Instruction 9780133308693 1127 Lesson 11–2 Prob. 4B


Review 9780133308693 1135 Lesson 11–2 Ex. 19



(vii) analyze the effect on the graphs of f(x) = 1/x when f(x) is replaced by f(x) + d for specific positive real values of d Instruction 9780133308693 1126 Lesson 11–2 Prob. 3A


Review 9780133308693 1135 Lesson 11–2 Ex. 17



(viii) analyze the effect on the graphs of f(x) = 1/x when f(x) is replaced by f(x) + d for specific negative real values of d Instruction 9780133308693 1126 Lesson 11–2 Prob. 3B


Review 9780133308693 1135 Lesson 11–2 Ex. 19





(H) formulate rational equations that model real-world situations

(i) formulate rational equations that model real-world situations


Review 9780133308693 1201–1202 Lesson 11–6 Exs. 16–17Assessment 9780133308693 1198 Lesson 11–6 Prob. 2 Got ItInstruction 9780133308693 1185 Lesson 11–5 Prob. 6


(I) solve rational equations that have real solutions

(i) solve rational equations that have real solutions






(J) determine the reasonableness of a solution to a rational equation

(i) determine the reasonableness of a solution to a rational equation



Assessment 97801333086939780133308693

11981200

Lesson 11–6 Prob. 2 Got ItLesson 11–6 Exs. 1, 2

Instruction 9780133308693 1197 Lesson 11–6 Prob. 2Review 9780133308693 1201 Lesson 11–6 Exs. 1–4, 6–15






(i) determine the asymptotic restrictions on the domain of a rational function






(ii) represent domain using interval notation






(iii) represent domain using inequalities








(iv) represent domain set notation





(v) represent range using interval notation






(vi) represent range using inequalities








(vii) represent range set notation





(i) formulate equations involving inverse variation

Instruction 97801333086939780133308693

11071108

Lesson 11–1 Prob. 2ALesson 11–1 Prob. 3A

Review 9780133308693 1113–1114 Lesson 11–1 Exs. 2, 4, 5–10, 15, 17




(ii) solve equations involving inverse variation

Instruction 97801333086939780133308693

11071108

Lesson 11–1 Prob. 2CLesson 11–1 Prob. 3B

Review 9780133308693 1113–1114Lesson 11–1 Exs. 5–10, 16, 17, 19, 21








(i) add complex numbers


Review 9780133308693 510 Lesson 5–9 Exs. 9–11, 40, 43

Assessment 9780133308693 505Lesson 5–9 Prob. 3 Got It part a, Prob. 3 Got It part d



(ii) subtract complex numbers Instruction 9780133308693 504 Lesson 5–9 Prob. 3B


Assessment 9780133308693 505Lesson 5–9 Prob. 3 Got It part b, Prob. 3 Got It part c



(iii) multiply complex numbers Instruction 9780133308693 505 Lesson 5–9 Prob. 4

Review 9780133308693 510 Lesson 5–9 Exs. 14, 15, 39, 42, 44




(i) add polynomials








(ii) subtract polynomials





(iii) multiply polynomials






(i) determine the quotient of a polynomial of degree three when divided by a polynomial of degree one Instruction 9780133308693 892 Lesson 8–5 Prob. 4




(ii) determine the quotient of a polynomial of degree three when divided by a polynomial of degree two Instruction 9780133308693 889 Lesson 8–5 Prob. 1







(iii) determine the quotient of a polynomial of degree four when divided by a polynomial of degree one Instruction 9780133308693 891 Lesson 8–5 Prob. 3




(iv) determine the quotient of a polynomial of degree four when divided by a polynomial of degree two Instruction 9780133308693 890 Lesson 8–5 Prob. 2A




(i) determine the linear factors of a polynomial function of degree three using algebraic methods


Review 9780133308693 866 Lesson 8–3 Exs. 1–5Assessment 9780133308693 859 Lesson 8–3 Prob. 1 Got ItInstruction 9780133308693 874 Lesson 8–4 Prob. 1A




(ii) determine the linear factors of a polynomial function of degree four using algebraic methods









(i) determine linear factors of a polynomial expression of degree three including factoring the sum of two cubes Instruction 9780133308693 877 Lesson 8–4 Prob. 3




(ii) determine linear factors of a polynomial expression of degree three including factoring the difference of two cubes Instruction 9780133308693 879 Lesson 8–4 Prob. 6




(iii) determine linear factors of a polynomial expression of degree three including factoring by grouping Instruction 9780133308693 878 Lesson 8–4 Prob. 5A







(iv) determine linear factors of a polynomial expression of degree four, including factoring by grouping Instruction 9780133308693 878 Lesson 8–4 Prob. 5B




(v) determine quadratic factors of a polynomial expression of degree three including factoring the sum of two cubes Instruction 9780133308693 877 Lesson 8–4 Prob. 3




(vi) determine quadratic factors of a polynomial expression of degree three including factoring the difference of two cubes Instruction 9780133308693 879 Lesson 8–4 Prob. 6

Review 9780133308693 881 Lesson 8–4 Ex. 3Assessment 9780133308693 879 Lesson 8-4 Prob. 6 Got It






(vii) determine quadratic factors of a polynomial expression of degree three including factoring by grouping Instruction 9780133308693 878 Lesson 8–4 Prob. 5A





(viii) determine quadratic factors of a polynomial expression of degree four, including factoring by grouping Instruction 9780133308693 878 Lesson 8–4 Prob. 5B




(i) determine the sum of rational expressions with integral exponents of degree one Instruction 9780133308693 1180 Lesson 11–5 Prob. 2A







(ii) determine the sum of rational expressions with integral exponents of degree two Instruction 9780133308693 1180 Lesson 11–5 Prob. 2B




(iii) determine the sum of rational expressions with integral exponents of degree one and degree two Instruction 9780133308693 1181 Lesson 11–5 Prob. 3




(iv) determine the difference of rational expressions with integral exponents of degree one Instruction 9780133308693 1180 Lesson 11–5 Prob. 2A




(v) determine the difference of rational expressions with integral exponents of degree two Instruction 9780133308693 1180 Lesson 11–5 Prob. 2B

Review 9780133308693 1187–1188 Lesson 11–5 Exs. 8, 14, 18Assessment 9780133308693 1186 Lesson 11–5 Ex. 1






(vi) determine the difference of rational expressions with integral exponents of degree one and of degree two Instruction 9780133308693 1182 Lesson 11–5 Prob. 4




(vii) determine the product of rational expressions with integral exponents of degree one Instruction 9780133308693 1164 Lesson 11–4 Prob. 2A




(viii) determine the product of rational expressions with integral exponents of degree two Instruction 9780133308693 1164 Lesson 11–4 Prob. 2C





(ix) determine the product of rational expressions with integral exponents of degree one and of degree two Instruction 9780133308693 1164 Lesson 11–4 Prob. 2B

Review 9780133308693 1170 Lesson 11–4 Ex. 7




Assessment 97801333086939780133308693

11691173

Lesson 11–4 Ex. 1Lesson 11–4 Exs. 1, 3



(x) determine the quotient of rational expressions with integral exponents of degree one Instruction 9780133308693 1165 Lesson 11–4 Prob. 3A




(xi) determine the quotient of rational expressions with integral exponents of degree two Instruction 9780133308693 1166 Lesson 11–4 Prob. 4





(xii) determine the quotient of rational expressions with integral exponents of degree one and of degree two Instruction 9780133308693 1165 Lesson 11–4 Prob. 3B

Review 9780133308693 1170 Lesson 11–4 Ex. 14


(G) rewrite radical expressions that contain variables to equivalent forms

(i) rewrite radical expressions that contain variables to equivalent forms Instruction 9780133308693

9780133308693949961-962

Lesson 9–1 Prob. 3Lesson 9–2 Prob. 2, Prob. 3




Review9780133308693

9780133308693

953–954

966-967

Lesson 9–1 Exs. 13–16, 28, 29, 35–38

Lesson 9–2 Exs. 11–15, 17–24, 26, 27, 35–38


Instruction978013330869397801333086939780133308693

963974993

Lesson 9–2 Prob. 4, Prob. 5Lesson 9–3 Prob. 1Lesson 9-4 Prob. 6

Review 97801333086939780133308693

980995

Lesson 9–3 Exs. 4–6, 9, 10, 12, 15, 16, 19, 22, 23, 26, 27Lesson 9–4 Exs. 11–14, 21, 22


(H) solve equations involving rational exponents

(i) solve equations involving rational exponents Instruction 9780133308693 1076 Lesson 10–4 Prob. 2




(i) write the domain of a function in interval notation






(ii) write the domain of a function in inequalities


Review 9780133308693 40 Lesson 1–2 Ex. 7aAssessment 9780133308693 565 Lesson 6–1 Prob. 2 Got It part bInstruction 9780133308693 565 Lesson 6–1 Prob. 2B

Review 9780133308693 570 Lesson 6–1 Ex. 8






(iii) write the domain of a function in interval set notation Instruction 9780133308693 25 Lesson 1–1 Prob. 6A

Review 9780133308693 28 Lesson 1–1 Exs. 13, 18Instruction 9780133308693 38 Prob. 3B



(iv) write the range of a function in interval notation






(v) write the range of a function in inequalities


Review 9780133308693 40 Lesson 1–2 Ex. 7aInstruction 9780133308693 565 Lesson 6–1 Prob. 2B




(vi) write the range of a function in set notation


Review 9780133308693 28 Lesson 1–1 Exs. 13, 18Instruction 9780133308693 38 Lesson 1–2 Prob. 3B






(i) analyze data to select the appropriate model from among linear models Instruction 9780133308693 1232 Lesson 12–1 Prob. 1A

Review 9780133308693 1237 Lesson 12–1 Ex. 2



(ii) analyze data to select the appropriate model from among quadratic models Instruction 9780133308693 1232 Lesson 12–1 Prob. 1B

Review 9780133308693 1237 Lesson 12–1 Ex. 3



(iii) analyze data to select the appropriate model from among exponential models Instruction 9780133308693 1232 Lesson 12–1 Prob. 1C




(i) use regression methods available through technology to write a linear function from a given set of data Instruction 9780133308693 1246 Lesson 12–2 Prob. 1A

Review 9780133308693 1252–1253 Lesson 12–2 Exs. 1–3, 10a, 16bAssessment 9780133308693 1247 Lesson 12–2 Prob. 1 Got It






(ii) use regression methods available through technology to write a quadratic function from a given set of data Instruction 9780133308693 1249 Lesson 12–2 Prob. 3A, Prob. 3B





(iii) use regression methods available through technology to write an exponential function from a given set of data


Review 9780133308693 1252 Lesson 12–2 Exs. 4–6, 11Assessment 9780133308693 1251 Lesson 12–2 Ex. 2Instruction 9780133308693 1264 Lesson 12–3 Prob. 3A

Review 9780133308693 1267–1268 Lesson 12–3 Exs. 7a, 10a, 10b, 11a



(i) predict from a given set of data using linear models


Review 9780133308693 1252–1253 Lesson 12–2 Exs. 10b, 10c, 16cAssessment 9780133308693 1247 Lesson 12–2 Prob. 1 Got It

Review 9780133308693 1268 Lesson 12–3 Ex. 9b






(ii) predict from a given set of data using quadratic models


Review 9780133308693 1253 Lesson 12–2 Ex. 15dAssessment 9780133308693 1250 Lesson 12–2 Prob. 3 Got It



(iii) predict from a given set of data using exponential models Instruction 9780133308693 1248 Lesson 12–2 Prob. 2

Review 9780133308693 1252 Lesson 12–2 Ex. 11cAssessment 9780133308693 1248 Lesson 12–2 Prob. 2 Got It

Review 9780133308693 1267–1268Lesson 12–3 Exs. 7b, 10c, 10d, 10e, 11b



(iv) make decisions from a given set of data using linear models Instruction 9780133308693 1261 Lesson 12–3 Prob. 1B

Review 9780133308693 1267–1269 Lesson 12–3 Exs. 7c, 15




(v) make decisions from a given set of data using quadratic models Instruction 9780133308693 1263 Lesson 12–3 Prob. 2B








(vi) make decisions from a given set of data using exponential models Instruction 9780133308693 1264 Lesson 12–3 Prob. 3B

Review 9780133308693 1267 Lesson 12–3 Ex. 7cAssessment 9780133308693 1264 Prob. 3 Got It part b



(v) make critical judgments from a given set of data using linear models Instruction 9780133308693 1261 Lesson 12–3 Prob. 1B





(vi) make critical judgments from a given set of data using quadratic models Instruction 9780133308693 1263 Lesson 12–3 Prob. 2B








(vii) make critical judgments from a given set of data using exponential models Instruction 9780133308693 1264 Lesson 12–3 Prob. 3B




Page 153 of 255 Pearson Education, Inc., publishing as Prentice Hall: 9780133306873 ELPS: Student Material


Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) use prior knowledge and experiences to understand meanings in English

(1) use prior knowledge to understand meanings in English

T: 9-12S: 9-12

9780133306873 3 Lesson 1-1 Problem 5

9780133306873

The English language proficiency standards (ELPS) outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement the ELPS as an integral part of each subject in the required curriculum. This document outlines the ELPS that have been designated as appropriate for inclusion in instructional materials. Since the designated ELPS are included in student materials for English language arts and reading, the ELPS are not required to be included in Proclamation 2015 instructional materials for Kindergarten through grade 5 where students are typically taught in self-contained classroom settings rather than departmentalized classes. Additionally, many of the designated ELPS are most appropriate for inclusion in teacher materials and are only required to be included in student materials where specifically indicated.

(c) Cross-curricular second language acquisition essential knowledge and skills

Correlations to the English Language Proficiency Standards (ELPS): Student Material

Chapter 111. MathematicsSubchapter C. High School§111.40. Algebra II, Adopted 2012 (One-Half to One Credit).Pearson Education, Inc., publishing as Prentice HallPearson Texas Algebra 2, Digital






(2) use prior experiences to understand meanings in English

T: 9-12S: 9-12

9780133306873 103 Lesson 4-2 Problem 4


(B) monitor oral and written language production and employ self-corrective techniques or other resources

(1) monitor oral language production and employ self-corrective techniques or other resources

T: 9-12



(2) monitor written language production and employ self-corrective techniques or other resources

NA





(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

(1) use strategic learning techniques to acquire basic and grade-level vocabulary

NA


(D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)

(1) speak using learning strategies

T: 9-12S: 9-12

9780133306873 203 Lesson 6-3 Problem 3

9780133306873 144 Lesson 5-5 Problem 2


(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment

(1) internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA






(2) internalize new basic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA



(3) internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA



(4) internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA





(F) use accessible language and learn new and essential language in the process

(1) use accessible language and learn new and essential language in the process

T: 9-12


(G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations

(1) demonstrate an increasing ability to distinguish between formal and informal English

NA



(2) demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with grade-level learning expectations

NA





(H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations

(1) develop and expand repertoire of learning strategies

NA

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) distinguish sounds and intonation patterns of English with increasing ease

(1) distinguish sounds of English with increasing ease

NA



(2) distinguish intonation patterns of English with increasing ease

NA





(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters

(1) recognize elements of the English sound system in newly acquired vocabulary

NA


(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

(1) learn new language structures heard during classroom instruction and interactions

T: 9-12



(2) learn new expressions heard during classroom instruction and interactions

T: 9-12






(3) learn basic vocabulary heard during classroom instruction and interactions

T: 9-12S: 9-12

9780133306873 47 Lesson 2-4 Problem 3



(4) learn academic vocabulary heard during classroom instruction and interactions

T: 9-12S: 9-12

9780133306873 296 Lesson 8-2 Problem 1

9780133306873 244 Lesson 7-4 Problem 19780133306873 20 Lesson 1-4 Problem 1





(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed

(1) monitor understanding of spoken language during classroom instruction and interactions

T: 9-12



(2) seek clarification [of spoken language] as needed

T: 9-12S: 9-12

9780133306873 236 Lesson 7-3 Problem 1





(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

(1) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA



(2) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA



(3) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

T: 9-12S: 9-12

9780133306873 357 Lesson 9-4 Problem 3





(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment

(1) listen to and derive meaning from a variety of media to build and reinforce concept attainment

NA



(2) listen to and derive meaning from a variety of media to build and reinforce language attainment

NA





(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(1) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar

NA



(2) understand the general meaning of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA



(3) understand the general meaning of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA






(4) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar

NA



(5) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA



(6) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA






(7) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar

NA



(8) understand the important details of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA



(9) understand the important details of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA





(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations

(1) understand implicit ideas in increasingly complex spoken language commensurate with grade-level learning expectations

NA



(2) understand information in increasingly complex spoken language commensurate with grade-level learning expectations

NA


(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

(1) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs

NA






(2) demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs

NA



(3) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs

T: 9-12S: 9-12

9780133306873 276 Lesson 7-9 Problem 2

9780133306873 40 Lesson 2-3 Problem 1






(4) demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs

T: 9-12



(5) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs

T: 9-12S: 9-12

9780133306873 408 Lesson 11-3 Problem 1




(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible

(1) practice producing sounds of newly acquired vocabulary to pronounce English words in a manner that is increasingly comprehensible

NA


(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication

(1) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects

NA






(2) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures

NA



(3) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication

T: 9-12S: 9-12

9780133306873 442 Lesson 12-2 Problem 1

9780133306873 72 Lesson 3-3 Problem 2





(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

(1) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired

NA



(2) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired

NA






(3) speak using a variety of sentence types with increasing accuracy and ease as more English is acquired

NA



(4) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired

T: 9-12S: 9-12

9780133306873 303 Lesson 8-3 Problem 3

9780133306873 349 Lesson 9-3 Problem 2





(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency

(1) speak using grade-level content area vocabulary in context to internalize new English words

T: 9-12S: 9-12

9780133306873 184 Lesson 5-11 Problem 1

9780133306873 262 Lesson 7-7 Problem 1



(2) speak using grade-level content area vocabulary in context to build academic language proficiency

T: 9-12S: 9-12

9780133306873 55 Lesson 2-5 Problem 2

9780133306873 228 Lesson 7-2 Problem 1





(E) share information in cooperative learning interactions

(1) share information in cooperative learning interactions

T: 9-12S: 9-12

9780133306873 91 Lesson 3-6 Problem 5

9780133306873 436 Lesson 12-1 Problem 2


(F) ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

(1) ask [for] information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: 9-12S: 9-12

9780133306873 424 Lesson 11-5 Problem 5







(2) give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: 9-12S: 9-12

9780133306873 331 Lesson 8-7 Problem 2

9780133306873 67 Lesson 3-2 Problem 5


(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

(1) express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

T: 9-12






(2) express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

T: 9-12



(3) express feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA





(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired

(1) narrate with increasing specificity and detail as more English is acquired

NA



(2) describe with increasing specificity and detail as more English is acquired

NA






(3) explain with increasing specificity and detail as more English is acquired

T: 9-12S: 9-12

9780133306873 448 Lesson 12-3 Problem 1



(I) adapt spoken language appropriately for formal and informal purposes

(1) adapt spoken language appropriately for formal purposes

NA






(2) adapt spoken language appropriately for informal purposes

NA


(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment

(1) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment

NA






(2) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment

N/A

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots and base words

(1) learn relationships between sounds and letters of the English language

NA






(2) decode (sound out) words using a combination of skills

NA


(B) recognize directionality of English reading such as left to right and top to bottom

(1) recognize directionality of English reading

NA





(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials

(1) develop basic sight vocabulary used routinely in written classroom materials

T: 9-12S: 9-12

9780133306873 121 Lesson 5-1 Problem 3



(2) derive meaning of environmental print

T: 9-12S: 9-12

9780133306873 79 Lesson 3-4 Problem 2






(3) comprehend English vocabulary used routinely in written classroom materials

T: 9-12S: 9-12

9780133306873 372 Lesson 10-2 Problem 1

9780133306873 310 Lesson 8-4 Problem 2



(4) comprehend English language structures used routinely in written classroom materials

T: 9-12S: 9-12

9780133306873 209 Lesson 6-4 Problem 2





(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text

(1) use prereading supports to enhance comprehension of written text

T: 9-12S: 9-12

9780133306873 8 Lesson 1-2 Problem 1

9780133306873 403 Lesson 11-2 Problem 7


(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

(1) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

T: 9-12





(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

(1) use visual and contextual support to read grade-appropriate content area text

T: 9-12S: 9-12

9780133306873 127 Lesson 5-2 Problem 4



(2) use visual and contextual support to enhance and confirm understanding

T: 9-12S: 9-12

9780133306873 319 Lesson 8-5 Problem 4






(3) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133306873 395 Lesson 11-1 Problem 5



(4) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language

NA






(5) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133306873 191 Lesson 6-1 Problem 3



(6) use support from peers and teachers to read grade-appropriate content area text

T: 9-12S: 9-12

9780133306873 96 Lesson 4-1 Problem 1






(7) use support from peers and teachers to enhance and confirm understanding

T: 9-12S: 9-12

9780133306873 109 Lesson 4-3 Problem 5



(8) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133306873 138 Lesson 5-4 Problem 1






(9) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133306873 285 Lesson 7-10 Problem 4

9780133306873 431 Lesson 11-6 Problem 2



(10) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133306873 178 Lesson 5-10 Problem 2





(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

(1) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs

NA



(2) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs

T: 9-12S: 9-12

9780133306873 115 Lesson 4-4 Problem 4






(3) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs

T: 9-12S: 9-12

9780133306873 29 Lesson 2-1 Problem 3



(4) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs

T: 9-12S: 9-12

9780133306873 256 Lesson 7-6 Problem 2





(H) read silently with increasing ease and comprehension for longer periods

(1) read silently with increasing ease for longer periods

NA



(2) read silently with increasing comprehension for longer periods

NA





(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs

(1) demonstrate English comprehension by employing basic reading skills commensurate with content area needs

NA



(2) expand reading skills commensurate with content area needs

NA





(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs

(1) demonstrate English comprehension and expand reading skills by employing inferential skills

NA


(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade level needs

(1) demonstrate English comprehension and expand reading skills by employing analytical skills

NA




(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English

(1) learn relationships between sounds and letters of the English language to represent sounds when writing in English

NA


(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary

(1) write using newly acquired basic vocabulary

NA






(2) write using content-based grade-level vocabulary

NA


(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired

(1) spell familiar English words with increasing accuracy

NA






(2) employ English spelling pattern with increasing accuracy as more English is acquired

NA



(3) employ English spelling rules with increasing accuracy as more English is acquired

NA





(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired

(1) edit writing for standard grammar and usage, including subject-verb agreement commensurate with grade-level expectations as more English is acquired

NA



(2) edit writing for standard grammar and usage, including pronoun agreement, commensurate with grade-level expectations as more English is acquired

NA






(3) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with grade-level expectations as more English is acquired

NA


(E) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly

(1) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations

NA





(F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

(1) write using a variety of grade-appropriate sentence lengths in increasingly accurate ways as more English is acquired

NA



(2) write using a variety of grade-appropriate sentence patterns in increasingly accurate ways as more English is acquired

NA






(3) write using a variety of grade-appropriate connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

NA


(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

(1) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA






(2) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA



(3) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA


Page 204 of 255 Pearson Education, Inc., publishing as Prentice Hall: 9780133306873 ELPS: Teacher Material





(1) use prior knowledge to understand meanings in English

T: 9-12S: 9-12

9780133308693 24 Lesson 1-1 Problem 5

9780133306873

The English language proficiency standards (ELPS) outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement the ELPS as an integral part of each subject in the required curriculum. This document outlines the ELPS that have been designated as appropriate for inclusion in instructional materials. Since the designated ELPS are included in student materials for English language arts and reading, the ELPS are not required to be included in Proclamation 2015 instructional materials for Kindergarten through grade 5 where students are typically taught in self-contained classroom settings rather than departmentalized classes. Additionally, many of the designated ELPS are most appropriate for inclusion in teacher materials and are only required to be included in student materials where specifically indicated.

(c) Cross-curricular second language acquisition essential knowledge and skills

Correlations to the English Language Proficiency Standards (ELPS): Teacher Material

Chapter 111. MathematicsSubchapter C. High School§111.40. Algebra II, Adopted 2012 (One-Half to One Credit).Pearson Education, Inc., publishing as Prentice HallPearson Texas Algebra 2, Digital






(2) use prior experiences to understand meanings in English

T: 9-12S: 9-12

9780133308693 314–315 Lesson 4-2 Problem 4



(1) monitor oral language production and employ self-corrective techniques or other resources

T: 9-12

9780133308693 1060 Lesson 10-3 Problem 1



(2) monitor written language production and employ self-corrective techniques or other resources

NA





(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

(1) use strategic learning techniques to acquire basic and grade-level vocabulary

NA


(D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)

(1) speak using learning strategies

T: 9-12S: 9-12

9780133308693 443 Lesson 5-5 Problem 2

9780133308693 596 Lesson 6-3 Problem 3



(1) internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA






(2) internalize new basic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA



(3) internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA



(4) internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA





(F) use accessible language and learn new and essential language in the process

(1) use accessible language and learn new and essential language in the process

T: 9-12

9780133308693 50 Lesson 1-3 Problem 3



(1) demonstrate an increasing ability to distinguish between formal and informal English

NA



(2) demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with grade-level learning expectations

NA





(H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations

(1) develop and expand repertoire of learning strategies

NA



(1) distinguish sounds of English with increasing ease

NA



(2) distinguish intonation patterns of English with increasing ease

NA





(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters

(1) recognize elements of the English sound system in newly acquired vocabulary

NA



(1) learn new language structures heard during classroom instruction and interactions

T: 9-12

9780133308693 717–718 Lesson 7-5 Problem 1






(2) learn new expressions heard during classroom instruction and interactions

T: 9-12

9780133308693 472–473 Lesson 5-7 Problem 4

9780133308693 903 Lesson 8-6 Problem 1



(3) learn basic vocabulary heard during classroom instruction and interactions

T: 9-12S: 9-12

9780133308693 139–140 Lesson 2-4 Problem 3






(4) learn academic vocabulary heard during classroom instruction and interactions

T: 9-12S: 9-12

9780133308693 706–707 Lesson 7-4 Problem 1

9780133308693 847–848 Lesson 8-2 Problem 1



(1) monitor understanding of spoken language during classroom instruction and interactions

T: 9-12

9780133308693 580 Lesson 6-2 Problem 1

9780133308693 1077 Lesson 10-4 Problem 2






(2) seek clarification [of spoken language] as needed

T: 9-12S: 9-12

9780133308693 691 Lesson 7-3 Problem 1



(1) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA






(2) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA



(3) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

T: 9-12S: 9-12

9780133308693 991 Lesson 9-4 Problem 3






(1) listen to and derive meaning from a variety of media to build and reinforce concept attainment

NA



(2) listen to and derive meaning from a variety of media to build and reinforce language attainment

NA



(1) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar

NA






(2) understand the general meaning of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA



(3) understand the general meaning of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA



(4) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar

NA






(5) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA



(6) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA



(7) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar

NA






(8) understand the important details of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA



(9) understand the important details of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA



(1) understand implicit ideas in increasingly complex spoken language commensurate with grade-level learning expectations

NA






(2) understand information in increasingly complex spoken language commensurate with grade-level learning expectations

NA



(1) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs

NA



(2) demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs

NA






(3) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs

T: 9-12S: 9-12

9780133308693 122 Lesson 2-3 Problem 1

9780133308693 780 Lesson 7-9 Problem 2



(4) demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs

T: 9-12

9780133308693 490–491 Lesson 5-8 Problem 3

9780133308693 835 Lesson 8-1 Problem 3






(5) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs

T: 9-12S: 9-12

9780133308693 1146–1147 Lesson 11-3 Problem 1


(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible

(1) practice producing sounds of newly acquired vocabulary to pronounce English words in a manner that is increasingly comprehensible

NA






(1) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects

NA



(2) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures

NA






(3) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication

T: 9-12S: 9-12

9780133308693 220–221 Lesson 3-3 Problem 2

9780133308693 1247 Lesson 12-2 Problem 1



(1) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired

NA






(2) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired

NA



(3) speak using a variety of sentence types with increasing accuracy and ease as more English is acquired

NA






(4) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired

T: 9-12S: 9-12

9780133308693 861–862 Lesson 8-3 Problem 3

9780133308693 975 Lesson 9-3 Problem 2



(1) speak using grade-level content area vocabulary in context to internalize new English words

T: 9-12S: 9-12

9780133308693 531 Lesson 5-11 Problem 1

9780133308693 745–746 Lesson 7-7 Problem 1






(2) speak using grade-level content area vocabulary in context to build academic language proficiency

T: 9-12S: 9-12

9780133308693 157 Lesson 2-5 Problem 2

9780133308693 673 Lesson 7-2 Problem 1


(E) share information in cooperative learning interactions

(1) share information in cooperative learning interactions

T: 9-12S: 9-12

9780133308693 268–269 Lesson 3-6 Problem 5

9780133308693 1234 Lesson 12-1 Problem 2






(1) ask [for] information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: 9-12S: 9-12

9780133308693 250 Lesson 3-5 Problem 1

9780133308693 1167–1168 Lesson 11-4 Problem 59780133308693 1183–1184 Lesson 11-5 Problem 5



(2) give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: 9-12S: 9-12

9780133308693 193–194 Lesson 3-1 Problem 2







(1) express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

T: 9-12

9780133308693 458 Lesson 5-6 Problem 4

9780133308693 951 Lesson 9-1 Problem 4



(2) express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

T: 9-12

9780133308693 621–622 Lesson 6-5 Problem 2

9780133308693 964 Lesson 9-2 Problem 5






(3) express feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA



(1) narrate with increasing specificity and detail as more English is acquired

NA






(2) describe with increasing specificity and detail as more English is acquired

NA



(3) explain with increasing specificity and detail as more English is acquired

T: 9-12S: 9-12

9780133308693 111 Lesson 2-2 Problem 3

9780133308693 765 Lesson 7-8 Problem 19780133308693 1261–1262 Lesson 12-3 Problem 1






(1) adapt spoken language appropriately for formal purposes

NA



(2) adapt spoken language appropriately for informal purposes

NA






(1) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment

NA



(2) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment

N/A






(1) learn relationships between sounds and letters of the English language

NA



(2) decode (sound out) words using a combination of skills

NA





(B) recognize directionality of English reading such as left to right and top to bottom

(1) recognize directionality of English reading

NA



(1) develop basic sight vocabulary used routinely in written classroom materials

T: 9-12S: 9-12

9780133308693 382–383 Lesson 5-1 Problem 3






(2) derive meaning of environmental print

T: 9-12S: 9-12

9780133308693 234–235 Lesson 3-4 Problem 2



(3) comprehend English vocabulary used routinely in written classroom materials

T: 9-12S: 9-12

9780133308693 876 Lesson 8-4 Problem 2

9780133308693 1044–1045 Lesson 10-2 Problem 1






(4) comprehend English language structures used routinely in written classroom materials

T: 9-12S: 9-12

9780133308693 610 Lesson 6-4 Problem 2


(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text

(1) use prereading supports to enhance comprehension of written text

T: 9-12S: 9-12

9780133308693 36 Lesson 1-2 Problem 1

9780133308693 414 Lesson 5-3 Problem 39780133308693 503–504 Lesson 5-9 Problem 29780133308693 658–659 Lesson 7-1 Problem 3





(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

(1) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

T: 9-12

9780133308693 1031–1032 Lesson 10-1 Problem 6



(1) use visual and contextual support to read grade-appropriate content area text

T: 9-12S: 9-12

9780133308693 400 Lesson 5-2 Problem 4






(2) use visual and contextual support to enhance and confirm understanding

T: 9-12S: 9-12

9780133308693 892–893 Lesson 8-5 Problem 4



(3) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133308693 1110–1111 Lesson 11-1 Problem 5






(4) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language

NA



(5) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133308693 566 Lesson 6-1 Problem 3






(6) use support from peers and teachers to read grade-appropriate content area text

T: 9-12S: 9-12

9780133308693 296 Lesson 4-1 Problem 1



(7) use support from peers and teachers to enhance and confirm understanding

T: 9-12S: 9-12

9780133308693 331–332 Lesson 4-3 Problem 5






(8) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133308693 425 Lesson 5-4 Problem 1



(9) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133308693 798 Lesson 7-10 Problem 4

9780133308693 1198 Lesson 11-6 Problem 2






(10) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133308693 518 Lesson 5-10 Problem 2



(1) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs

NA






(2) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs

T: 9-12S: 9-12

9780133308693 347 Lesson 4-4 Problem 4



(3) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs

T: 9-12S: 9-12

9780133308693 98 Lesson 2-1 Problem 3






(4) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs

T: 9-12S: 9-12

9780133308693 733 Lesson 7-6 Problem 2



(1) read silently with increasing ease for longer periods

NA






(2) read silently with increasing comprehension for longer periods

NA



(1) demonstrate English comprehension by employing basic reading skills commensurate with content area needs

NA






(2) expand reading skills commensurate with content area needs

NA


(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs

(1) demonstrate English comprehension and expand reading skills by employing inferential skills

NA





(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade level needs

(1) demonstrate English comprehension and expand reading skills by employing analytical skills

NA


(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English

(1) learn relationships between sounds and letters of the English language to represent sounds when writing in English

NA






(1) write using newly acquired basic vocabulary

NA



(2) write using content-based grade-level vocabulary

NA






(1) spell familiar English words with increasing accuracy

NA



(2) employ English spelling pattern with increasing accuracy as more English is acquired

NA






(3) employ English spelling rules with increasing accuracy as more English is acquired

NA



(1) edit writing for standard grammar and usage, including subject-verb agreement commensurate with grade-level expectations as more English is acquired

NA






(2) edit writing for standard grammar and usage, including pronoun agreement, commensurate with grade-level expectations as more English is acquired

NA



(3) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with grade-level expectations as more English is acquired

NA





(E) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly

(1) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations

NA



(1) write using a variety of grade-appropriate sentence lengths in increasingly accurate ways as more English is acquired

NA






(2) write using a variety of grade-appropriate sentence patterns in increasingly accurate ways as more English is acquired

NA



(3) write using a variety of grade-appropriate connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

NA






(1) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA



(2) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA






(3) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA

Documents

A Correlation of Pearson Texas Algebra IIassets.pearsonschool.com/correlations/ADOPT_TX_Alg_2_Digital_2015_Final.pdfA Correlation of . Pearson . Texas Algebra II . Digital, ©2015