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CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-1
Suggested Pacing GuideCCSS IP MATH II TEACHER RESOURCE
OverviewThe sub-lessons in Walch Integrated Math are designed to be covered over one, two, or three days, depending on the depth and complexity of the topic. The pacing guide that follows provides suggested pacing, but this should be viewed as a flexible guideline only. If students need an extra day to solidify understanding, a one-day lesson may be spread over two days, or a two-day lesson may be spread over three days. Conversely, if students grasp a concept more quickly than suggested by the pacing guide, it is fine to shorten the duration of the lesson and move on to the next topic.
Each sub-lesson features several components. The estimated time for each component is given in parentheses. Components include: a Warm-Up, Instruction (including an Introduction, Key Concepts, and Guided Practice), a Problem-Based Task, and Practice.
Please note: PowerPoint versions of each sub-lesson’s Warm-Up and Instruction are provided. Warm-Up PowerPoints include a video clip and the Warm-Up Debrief. Instructional PowerPoints feature the Introduction, Key Concepts, and selected Guided Practice Examples with links to corresponding GeoGebra applets. Estimated times reflect presentation of these PowerPoint versions and applets.
Guided Practice, Scaffolded Practice, and Practice
For each Guided Practice in the Teacher Resource (TRB), corresponding Scaffolded Practice worksheets are provided in the Student Workbook (SWB). Practice problems may be assigned from the SWB and/or the parallel Student Resource (SRB) worksheet for in-class work or homework assignments. The SRB worksheets are designed to closely resemble the format of the SWB worksheets, but are composed of different problems for additional practice.
Please note: When a sub-lesson is spread across more than one class period, the Guided Practice Examples will also be spread across the same number of class periods. Assign Practice problems that correspond to the Guided Practice Example(s) you select for each day, to ensure appropriate prior instruction.
Suggested Progression of One-, Two-, and Three-Day Sub-LessonsOne Day
• Warm-Up PowerPoint and Debrief (10 minutes)
• Introduction and Key Concepts (10 minutes)
• One or two Guided/Scaffolded Practice Examples, including PowerPoint applet presentation as appropriate (15 minutes)
• Problem-Based Task and discussion (15 minutes)
• Homework: Practice from the SWB or SRB
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-2
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Two Days
Day 1
• Warm-Up PowerPoint and Debrief (10 minutes)
• Introduction and Key Concepts (15 minutes)
• Two or three Guided/Scaffolded Practice Examples, including PowerPoint applet presentation as appropriate (15 minutes)
• In-class practice: selected problems from the SWB Practice (10 minutes)
• Homework: selected problems from the SRB Practice
Day 2
• Review Practice problems (10 minutes)
• One or two remaining Guided/Scaffolded Practice Examples, including PowerPoint applet presentation as appropriate (10 minutes)
• Problem-Based Task and discussion (20 minutes)
• In-class practice: the remainder of the SWB Practice (10 minutes)
• Homework: the remainder of the SRB Practice
Three Days
Day 1
• Warm-Up PowerPoint and Debrief (10 minutes)
• Introduction and Key Concepts (25 minutes)
• One or two Guided/Scaffolded Practice Examples, including PowerPoint applet presentation as appropriate (15 minutes)
• Homework: selected problems from the SRB Practice
Day 2
• Review Practice problems (15 minutes)
• Two or three remaining Guided/Scaffolded Practice Examples, including PowerPoint applet presentation as appropriate (15 minutes)
• Problem-Based Task and discussion (20 minutes)
• Homework: the remainder of the SRB Practice
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-3
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Day 3
• Review Practice problems (15 minutes)
• In-class practice: selected problems from the SWB Practice (35 minutes)
• Homework: the remainder of the SWB Practice
Assessments and Station Activities
Each lesson includes a Pre-Assessment and a Progress Assessment, and each unit concludes with a Unit Assessment. Units also feature sets of Station Activities to complement instruction.
Pre-Assessments are short, multiple-choice assessments with five problems, designed to evaluate prior knowledge of the upcoming lesson. These are brief and should not factor into a student’s grade. Pre-Assessments are often given on the same day as the preceding lesson’s Progress Assessment, to prepare for the upcoming lesson.
Progress Assessments include 10 multiple-choice problems and one extended-response problem. Progress Assessments may not take an entire class period. The additional time may be used to review before the assessment, or to begin the next lesson after the assessment.
Unit Assessments include 12 multiple-choice problems and three extended-response problems, and generally require a full class period.
Station Activities generally require a full class period for the students to rotate through each station and then to engage in a class discussion at the end.
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-4
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Unit
1: E
xten
ding
the
Num
ber S
yste
m (1
5 Da
ys)
Uni
t Ove
rvie
w: T
his i
ntro
duct
ory
unit
cove
rs m
any
of th
e fo
unda
tiona
l ski
lls n
eede
d fo
r the
rest
of t
he c
ours
e. S
tude
nts l
earn
ab
out r
atio
nal e
xpon
ents
and
the
prop
ertie
s of r
atio
nal a
nd ir
ratio
nal n
umbe
rs. T
his i
s fol
low
ed b
y op
erat
ing
with
pol
ynom
ials
. Fi
nally
, stu
dent
s def
ine
an im
agin
ary
num
ber a
nd le
arn
to o
pera
te w
ith c
ompl
ex n
umbe
rs.
Less
on 1
: Wor
king
with
the
Num
ber S
yste
m
Stud
ents
are
intr
oduc
ed to
the
prop
ertie
s of e
xpon
ents
, inc
ludi
ng ra
tiona
l exp
onen
ts. T
hey
use
thes
e pr
oper
ties t
o re
wri
te a
nd
eval
uate
exp
ress
ions
that
con
tain
ratio
nal e
xpon
ents
. Nex
t, st
uden
ts le
arn
the
prop
ertie
s of r
atio
nal a
nd ir
ratio
nal n
umbe
rs.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
1
Day
2Le
sson
1 P
re-A
sses
smen
t 1.
1.1:
Def
inin
g, R
ewri
ting,
and
Eva
luat
ing
Ratio
nal E
xpon
ents
Pre-
Ass
essm
ent
TRB:
U1-
1 In
stru
ctio
n/Pr
acti
ce
TRB:
U1-
4–17
SR
B: U
1-3–
10
SWB:
7–1
4
N–R
N.1
N
–RN
.2
Day
31.
1.2:
Rat
iona
l and
Irra
tiona
l Num
bers
and
The
ir P
rope
rtie
sTR
B: U
1-18
–30
SRB:
U1-
11–1
7 SW
B: 1
7–24
N–R
N.2
N
–RN
.3
Day
4Le
sson
1 P
rogr
ess A
sses
smen
t Le
sson
2 P
re-A
sses
smen
tTR
B: U
1-31
–32
TRB:
U1-
33
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-5
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 2
: Ope
ratin
g w
ith P
olyn
omia
ls
Stud
ents
lear
n ho
w to
add
, sub
trac
t, an
d m
ultip
ly p
olyn
omia
ls. T
hese
skill
s hel
p st
uden
ts si
mpl
ify e
xpre
ssio
ns, a
nd a
re
foun
datio
nal s
kills
that
are
use
d in
late
r uni
ts a
nd in
futu
re m
ath
cour
ses.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
51.
2.1:
Add
ing
and
Subt
ract
ing
Poly
nom
ials
TRB:
U1-
35–4
7 SR
B: U
1-20
–26
SWB:
27–
34
A–A
PR.1
Day
61.
2.2:
Mul
tiply
ing
Poly
nom
ials
TRB:
U1-
48–6
1 SR
B: U
1-27
–33
SWB:
37–
43
A–A
PR.1
Day
7St
atio
n A
ctiv
ities
Set
2: O
pera
tions
with
Pol
ynom
ials
TRB:
U1-
121–
133
SWB:
81–
89A
–APR
.1
Day
8Le
sson
2 P
rogr
ess A
sses
smen
t Le
sson
3 P
re-A
sses
smen
tTR
B: U
1-62
–63
TRB:
U1-
64
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-6
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 3
: Ope
ratin
g w
ith C
ompl
ex N
umbe
rs
Stud
ents
are
intr
oduc
ed to
the
imag
inar
y un
it i a
nd to
the
conc
ept o
f a c
ompl
ex n
umbe
r. Th
en, s
tude
nts l
earn
to a
dd, s
ubtr
act,
and
mul
tiply
com
plex
num
bers
. Stu
dent
s exp
lore
how
the
imag
inar
y un
it en
able
s the
m to
solv
e pr
oble
ms t
hat t
hey
wou
ld n
ot
othe
rwis
e be
abl
e to
solv
e.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
9
Day
10
1.3.
1: D
efin
ing
Com
plex
Num
bers
, i, a
nd i2
TRB:
U1-
67–7
8 SR
B: U
1-36
–41
SWB:
47–
53
N–C
N.1
Day
11
1.3.
2: A
ddin
g an
d Su
btra
ctin
g Co
mpl
ex N
umbe
rsTR
B: U
1-79
–91
SRB:
U1-
42–4
8 SW
B: 5
7–63
N–C
N.2
Day
12
1.3.
3: M
ultip
lyin
g Co
mpl
ex N
umbe
rsTR
B: U
1-92
–103
SR
B: U
1-49
–54
SWB:
67–
73
N–C
N.2
Day
13
Stat
ion
Act
iviti
es S
et 1
: Ope
ratio
ns w
ith C
ompl
ex N
umbe
rsTR
B: U
1-11
3–12
0 SW
B: 7
7–80
N–C
N.1
N
–CN
.2
N–C
N.3
Day
14
Less
on 3
Pro
gres
s Ass
essm
ent
TRB:
U1-
104–
105
U
nit A
sses
smen
tD
ay 1
5U
nit A
sses
smen
tTR
B: U
1-10
6–10
8
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-7
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Unit
2: Q
uadr
atic
Fun
ctio
ns a
nd M
odel
ing
(29
Days
)U
nit O
verv
iew
: Stu
dent
s beg
in b
y ex
plor
ing
and
inte
rpre
ting
the
grap
hs o
f qua
drat
ic fu
nctio
ns. N
ext,
they
lear
n ho
w to
bu
ild q
uadr
atic
func
tions
from
a c
onte
xt a
nd h
ow to
car
ry o
ut o
pera
tions
with
func
tions
. Thi
s giv
es w
ay to
the
expl
orat
ion
of
othe
r typ
es o
f fun
ctio
ns, i
nclu
ding
squa
re ro
ot, c
ube
root
, abs
olut
e va
lue,
step
, and
pie
cew
ise
func
tions
. The
uni
t pro
gres
ses t
o an
alyz
ing
expo
nent
ial f
unct
ions
and
com
pari
ng li
near
, qua
drat
ic, a
nd e
xpon
entia
l mod
els g
iven
in d
iffer
ent f
orm
s. Th
e un
it en
ds w
ith tr
ansf
orm
ing
func
tions
and
find
ing
the
inve
rse
of fu
nctio
ns.
Less
on 1
: Ana
lyzi
ng Q
uadr
atic
Fun
ctio
ns
Stud
ents
lear
n w
hat a
qua
drat
ic fu
nctio
n is
and
how
to g
raph
one
. The
y le
arn
how
to fi
nd th
e ve
rtex
and
the
inte
rcep
ts o
f the
gr
aph
of a
qua
drat
ic fu
nctio
n, a
nd th
ey d
isco
ver t
he v
ario
us fo
rms o
f a q
uadr
atic
func
tion
and
how
eac
h fo
rm h
elps
iden
tify
key
feat
ures
of t
he g
raph
. Thi
s les
son
lays
the
foun
datio
n fo
r the
mor
e in
-dep
th e
xam
inat
ion
of q
uadr
atic
func
tions
in th
e
next
less
on.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
1
Day
2Le
sson
1 P
re-A
sses
smen
t 2.
1.1:
Gra
phin
g Q
uadr
atic
Fun
ctio
nsPr
e-A
sses
smen
t TR
B: U
2-1
Inst
ruct
ion/
Prac
tice
TR
B: U
2-4–
27
SRB:
U2-
4–20
SW
B: 7
–13
F–IF
.7a★
Day
32.
1.2:
Inte
rpre
ting
Var
ious
For
ms o
f Qua
drat
ic F
unct
ions
TRB:
U2-
28–4
9 SR
B: U
2-21
–34
SWB:
17–
24
F–IF
.7a★
F–
IF.8
a
Day
4Le
sson
1 P
rogr
ess A
sses
smen
t Le
sson
2 P
re-A
sses
smen
tTR
B: U
2-50
–51
TRB:
U2-
52
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-8
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 2
: Int
erpr
etin
g Qu
adra
tic F
unct
ions
This
less
on d
elve
s dee
per i
nto
the
anal
ysis
of q
uadr
atic
func
tions
, giv
ing
stud
ents
an
oppo
rtun
ity to
use
equ
atio
ns, g
raph
s, ta
bles
, and
ver
bal d
escr
iptio
ns to
iden
tify
and
appl
y th
e ke
y fe
atur
es o
f the
func
tion’
s gra
ph. S
tude
nts a
lso
lear
n ho
w to
iden
tify
the
dom
ain
and
rang
e of
a q
uadr
atic
func
tion
and
how
to c
alcu
late
the
aver
age
rate
of c
hang
e. T
he sk
ills l
earn
ed in
this
less
on
prep
are
stud
ents
to a
pply
this
kno
wle
dge
to re
al c
onte
xts i
n th
e ne
xt le
sson
.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
5
Day
62.
2.1:
Inte
rpre
ting
Key
Fea
ture
s of Q
uadr
atic
Fun
ctio
nsTR
B: U
2-56
–77
SRB:
U2-
38–5
2 SW
B: 2
7–34
F–IF
.4★
Day
72.
2.2:
Iden
tifyi
ng th
e D
omai
n of
a Q
uadr
atic
Fun
ctio
nTR
B: U
2-78
–91
SRB:
U2-
53–6
0 SW
B: 3
7–45
F–IF
.5★
Day
8St
atio
n A
ctiv
ities
Set
1: G
raph
ing
Qua
drat
ic E
quat
ions
TRB:
U2-
403–
416
SWB:
161
–168
F–IF
.7a★
Day
92.
2.3:
Iden
tifyi
ng th
e A
vera
ge R
ate
of C
hang
eTR
B: U
2-92
–106
SR
B: U
2-61
–68
SWB:
49–
56
F–IF
.6★
Day
10
Less
on 2
Pro
gres
s Ass
essm
ent
Less
on 3
Pre
-Ass
essm
ent
TRB:
U2-
107–
110
TRB:
U2-
111
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-9
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 3
: Bui
ldin
g Fu
nctio
ns
This
less
on p
rovi
des s
tude
nts w
ith th
e op
port
unity
to a
pply
thei
r kno
wle
dge
of q
uadr
atic
func
tions
to re
al-w
orld
con
text
s. By
m
odel
ing
scen
ario
s with
qua
drat
ic e
quat
ions
and
gra
phs,
stud
ents
dis
cove
r the
use
fuln
ess o
f bei
ng a
ble
to id
entif
y ke
y fe
atur
es
such
as t
he m
axim
um, m
inim
um, a
nd in
terc
epts
to so
lve
prob
lem
s.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
11
Day
12
2.3.
1: B
uild
ing
Func
tions
from
Con
text
TRB:
U2-
114–
133
SRB:
U2-
71–8
2 SW
B: 5
9–66
F–BF
.1a★
Day
13
2.3.
2: O
pera
ting
on F
unct
ions
TRB:
U2-
134–
148
SRB:
U2-
83–9
0 SW
B: 6
9–76
F–BF
.1b★
Day
14
Less
on 3
Pro
gres
s Ass
essm
ent
Less
on 4
Pre
-Ass
essm
ent
TRB:
U2-
149–
150
TRB:
U2-
151–
152
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-10
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 4
: Gra
phin
g Ot
her F
unct
ions
Stud
ents
are
intr
oduc
ed to
seve
ral n
ew ty
pes o
f fun
ctio
ns th
at th
ey p
roba
bly
have
not
seen
bef
ore.
The
y ex
plor
e th
e gr
aphs
of
squa
re ro
ot fu
nctio
ns, c
ube
root
func
tions
, abs
olut
e va
lue
func
tions
, ste
p fu
nctio
ns, a
nd p
iece
wis
e fu
nctio
ns. T
he m
ater
ial
in th
is le
sson
allo
ws s
tude
nts t
o m
ove
beyo
nd th
e th
ree
type
s of f
unct
ions
they
hav
e al
read
y st
udie
d (li
near
, exp
onen
tial,
and
quad
ratic
) to
see
that
ther
e ar
e m
any
mor
e ty
pes o
f fun
ctio
ns.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
15
Day
16
2.4.
1: S
quar
e Ro
ot a
nd C
ube
Root
Fun
ctio
nsTR
B: U
2-15
6–18
9 SR
B: U
2-94
–116
SW
B: 7
9–86
F–IF
.7b★
Day
17
2.4.
2: A
bsol
ute
Val
ue a
nd S
tep
Func
tions
TRB:
U2-
190–
219
SRB:
U2-
117–
137
SWB:
89–
96
F–IF
.7b★
Day
18
2.4.
3: P
iece
wis
e Fu
nctio
nsTR
B: U
2-22
0–24
4 SR
B: U
2-13
8–15
2 SW
B: 9
9–10
6
F–IF
.7b★
Day
19
Less
on 4
Pro
gres
s Ass
essm
ent
Less
on 5
Pre
-Ass
essm
ent
TRB:
U2-
245–
248
TRB:
U2-
249–
251
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-11
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 5
: Ana
lyzi
ng F
unct
ions
This
less
on b
egin
s with
an
in-d
epth
look
at e
xpon
entia
l fun
ctio
ns. T
hen,
stud
ents
lear
n to
com
pare
line
ar, q
uadr
atic
, and
ex
pone
ntia
l fun
ctio
ns th
at a
re p
rese
nted
in v
ario
us fo
rms—
tabl
es, e
quat
ions
, gra
phs,
and
wor
ds. T
his a
llow
s stu
dent
s to
see
the
sim
ilari
ties a
nd d
iffer
ence
s bet
wee
n th
ese
diffe
rent
cat
egor
ies o
f fun
ctio
ns, a
nd p
repa
res t
hem
for t
he m
ore
in-d
epth
stud
y of
fu
nctio
ns th
at th
ey w
ill e
ncou
nter
in fu
ture
mat
h co
urse
s.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
20
Day
21
2.5.
1: A
naly
zing
Exp
onen
tial F
unct
ions
TRB:
U2-
255–
268
SRB:
U2-
156–
162
SWB:
109
–116
F–IF
.8b
Day
22
2.5.
2: C
ompa
ring
Pro
pert
ies o
f Fun
ctio
ns G
iven
in
Diff
eren
t For
ms
TRB:
U2-
269–
287
SRB:
U2-
163–
174
SWB:
119
–126
F–IF
.9
F–LE
.3★
Day
23
Less
on 5
Pro
gres
s Ass
essm
ent
Less
on 6
Pre
-Ass
essm
ent
TRB:
U2-
288–
291
TRB:
U2-
292–
293
CCSS IP Math II Teacher Resource Pacing Guide
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CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 6
: Tra
nsfo
rmin
g Fu
nctio
ns
Stud
ents
lear
n ho
w to
var
y th
e sh
ape
and
posi
tion
of a
func
tion
by m
ultip
lyin
g by
a n
umbe
r or a
ddin
g a
cons
tant
to v
ario
us
part
s of t
he fu
nctio
n. T
hese
ope
ratio
ns a
re c
alle
d tr
ansf
orm
atio
ns. T
he st
udy
of tr
ansf
orm
atio
ns h
elps
stud
ents
see
the
conn
ectio
n be
twee
n th
e al
gebr
aic
equa
tion
for a
func
tion
and
the
grap
hica
l rep
rese
ntat
ion
of th
e fu
nctio
n.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
24
2.6.
1: R
epla
cing
f(x)
with
f(x)
+ k
and
f(x +
k)TR
B: U
2-29
6–31
5 SR
B: U
2-17
7–18
8 SW
B: 1
29–1
36
F–BF
.3
Day
25
2.6.
2: R
epla
cing
f(x)
with
k •
f(x) a
nd f(
k • x)
TRB:
U2-
316–
339
SRB:
U2-
189–
203
SWB:
139
–147
F–BF
.3
Day
26
Less
on 6
Pro
gres
s Ass
essm
ent
Less
on 7
Pre
-Ass
essm
ent
TRB:
U2-
340–
344
TRB:
U2-
345
Less
on 7
: Fin
ding
Inve
rse
Func
tions
Stud
ents
are
intr
oduc
ed to
the
conc
ept o
f an
inve
rse
and
how
to d
eter
min
e th
e eq
uatio
n fo
r the
inve
rse
of a
giv
en fu
nctio
n.
Stud
ents
als
o le
arn
how
to u
se in
vers
e fu
nctio
ns to
solv
e re
al-w
orld
pro
blem
s.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
27
2.7.
1: F
indi
ng In
vers
e Fu
nctio
nsTR
B: U
2-34
8–36
3 SR
B: U
2-20
6–21
4 SW
B: 1
51–1
58
F–BF
.4a
Day
28
Less
on 7
Pro
gres
s Ass
essm
ent
TRB:
U2-
364–
365
U
nit A
sses
smen
tD
ay 2
9U
nit A
sses
smen
tTR
B: U
2-36
6–36
9
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CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Unit
3: E
xpre
ssio
ns a
nd E
quat
ions
(38
Days
)U
nit O
verv
iew
: Stu
dent
s ree
xam
ine
the
basi
c st
ruct
ures
of e
xpre
ssio
ns, b
ut th
is ti
me
thes
e st
ruct
ures
are
app
lied
to q
uadr
atic
ex
pres
sion
s. Th
en, s
tude
nts l
earn
to so
lve
quad
ratic
equ
atio
ns u
sing
var
ious
met
hods
. Nex
t, st
uden
ts c
reat
e qu
adra
tic e
quat
ions
in
var
ious
form
s and
lear
n ho
w to
rear
rang
e fo
rmul
as to
solv
e fo
r a v
aria
ble
that
is b
eing
squa
red.
The
uni
t bui
lds o
n pr
evio
us
units
by
intr
oduc
ing
the
Fund
amen
tal T
heor
em o
f Alg
ebra
and
show
ing
stud
ents
how
com
plex
num
bers
are
solu
tions
to so
me
quad
ratic
equ
atio
ns. A
t thi
s poi
nt, s
tude
nts a
re in
trod
uced
to ra
tiona
l fun
ctio
ns. A
gain
, stu
dent
s lea
rn to
wri
te e
xpon
entia
lly
stru
ctur
ed e
xpre
ssio
ns in
equ
ival
ent f
orm
s. Th
e un
it en
ds b
y re
turn
ing
to a
fam
iliar
topi
c—so
lvin
g sy
stem
s of e
quat
ions
—bu
t no
w c
ompl
ex so
lutio
ns c
an b
e de
term
ined
.
Less
on 1
: Int
erpr
etin
g St
ruct
ure
in E
xpre
ssio
ns
Stud
ents
beg
in b
y re
view
ing
alge
brai
c vo
cabu
lary
, suc
h as
term
, fac
tor,
and
coeff
icien
t. N
ext,
they
ana
lyze
alg
ebra
ic e
xpre
ssio
ns to
se
e ho
w e
ach
term
of a
n ex
pres
sion
affe
cts t
he v
alue
of t
he e
xpre
ssio
n. U
nder
stan
ding
how
all
the
part
s of a
lgeb
raic
exp
ress
ions
an
d eq
uatio
ns w
ork
toge
ther
will
mak
e th
e pr
oces
s of c
reat
ing
equa
tions
eas
ier w
hen
enco
unte
red
in L
esso
n 3.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
1Le
sson
1 P
re-A
sses
smen
t 3.
1.1:
Iden
tifyi
ng T
erm
s, F
acto
rs, a
nd C
oeffi
cien
tsPr
e-A
sses
smen
t TR
B: U
3-1
Inst
ruct
ion/
Prac
tice
TR
B: U
3-4–
16
SRB:
U3-
3–10
SW
B: 7
–14
A–S
SE.1
a★
Day
2
Day
33.
1.2:
Inte
rpre
ting
Com
plic
ated
Exp
ress
ions
TRB:
U3-
17–2
9 SR
B: U
3-11
–17
SWB:
17–
24
A–S
SE.1
b★
Day
4Le
sson
1 P
rogr
ess A
sses
smen
t Le
sson
2 P
re-A
sses
smen
tTR
B: U
3-30
–31
TRB:
U3-
32
CCSS IP Math II Teacher Resource Pacing Guide
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CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 2
: Cre
atin
g an
d So
lvin
g Qu
adra
tic E
quat
ions
in O
ne V
aria
ble
Stud
ents
lear
n to
cre
ate
quad
ratic
equ
atio
ns b
ased
on
real
-wor
ld sc
enar
ios,
and
to so
lve
quad
ratic
equ
atio
ns b
y ta
king
the
squa
re ro
ot o
f bot
h si
des.
Then
, stu
dent
s lea
rn h
ow to
fact
or q
uadr
atic
equ
atio
ns a
nd u
se th
e fa
ctor
ed fo
rm to
solv
e eq
uatio
ns.
The
less
on in
clud
es fa
ctor
ing
by g
roup
ing
and
com
plet
ing
the
squa
re. N
ext,
stud
ents
lear
n ho
w to
app
ly th
e qu
adra
tic fo
rmul
a to
solv
e eq
uatio
ns, a
nd fi
nally
they
solv
e qu
adra
tic in
equa
litie
s.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
53.
2.1:
Tak
ing
the
Squa
re R
oot o
f Bot
h Si
des
TRB:
U3-
36–4
6 SR
B: U
3-21
–25
SWB:
27–
33
A–C
ED.1
★
A–R
EI.4
b
Day
6
Day
73.
2.2:
Fac
tori
ngTR
B: U
3-47
–62
SRB:
U3-
26–3
4 SW
B: 3
7–43
A–S
SE.2
A
–CED
.1★
A
–REI
.4b
Day
8St
atio
n A
ctiv
ities
Set
1: F
acto
ring
TRB:
U3-
451–
458
SWB:
205
–208
A–S
SE.3
a★
Day
93.
2.3:
Com
plet
ing
the
Squa
reTR
B: U
3-63
–75
SRB:
U3-
35–4
0 SW
B: 4
7–53
A–S
SE.2
A
–CED
.1★
A
–REI
.4a
A–R
EI.4
bD
ay 1
03.
2.4:
App
lyin
g th
e Q
uadr
atic
For
mul
aTR
B: U
3-76
–89
SRB:
U3-
41–4
8 SW
B: 5
7–63
A–C
ED.1
★
A–R
EI.4
a A
–REI
.4b
Day
11
Day
12
3.2.
5: S
olvi
ng Q
uadr
atic
Ineq
ualit
ies
TRB:
U3-
90–1
04
SRB:
U3-
49–5
6 SW
B: 6
7–73
A–S
SE.2
A
–CED
.1★
A
–REI
.4b
Day
13
Less
on 2
Pro
gres
s Ass
essm
ent
Less
on 3
Pre
-Ass
essm
ent
TRB:
U3-
105–
106
TRB:
U3-
107
CCSS IP Math II Teacher Resource Pacing Guide
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CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 3
: Cre
atin
g Qu
adra
tic E
quat
ions
in T
wo
or M
ore
Varia
bles
Stud
ents
solid
ify p
revi
ousl
y le
arne
d sk
ills b
y ap
plyi
ng th
em to
pro
blem
solv
ing.
Stu
dent
s cre
ate
and
grap
h qu
adra
tic e
quat
ions
, bo
th w
ith a
nd w
ithou
t a re
al-w
orld
con
text
, and
pra
ctic
e us
ing
stan
dard
form
, fac
tore
d fo
rm, a
nd v
erte
x fo
rm. S
tude
nts a
lso
lear
n ho
w to
rear
rang
e fo
rmul
as in
whi
ch th
e va
riab
le th
at is
bei
ng so
lved
for i
s squ
ared
.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
14
Day
15
3.3.
1: C
reat
ing
and
Gra
phin
g Eq
uatio
ns U
sing
Sta
ndar
d Fo
rmTR
B: U
3-11
1–13
8 SR
B: U
3-60
–81
SWB:
77–
84
A–S
SE.3
a★
A–C
ED.2
★
Day
16
3.3.
2: C
reat
ing
and
Gra
phin
g Eq
uatio
ns U
sing
the
x-in
terc
epts
TRB:
U3-
139–
155
SRB:
U3-
82–9
1 SW
B: 8
7–94
A–S
SE.3
a★
A–C
ED.2
★
Day
17
3.3.
3: C
reat
ing
and
Gra
phin
g Eq
uatio
ns U
sing
Ver
tex
Form
TRB:
U3-
156–
169
SRB:
U3-
92–9
9 SW
B: 9
7–10
3
A–S
SE.3
b★
A–C
ED.2
★
Day
18
Stat
ion
Act
iviti
es S
et 3
: Qua
drat
ic T
rans
form
atio
ns in
V
erte
x Fo
rmTR
B: U
3-46
8–48
5 SW
B: 2
13–2
20A
–SSE
.3b★
F–
IF.7
a★
F–IF
.8a
F–BF
.3
Day
19
3.3.
4: R
earr
angi
ng F
orm
ulas
TRB:
U3-
170–
183
SRB:
U3-
100–
107
SWB:
107
–113
A–C
ED.4
★
Day
20
Less
on 3
Pro
gres
s Ass
essm
ent
Less
on 4
Pre
-Ass
essm
ent
TRB:
U3-
184–
186
TRB:
U3-
187
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CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 4
: Fun
dam
enta
l The
orem
of A
lgeb
ra
Stud
ents
gai
n m
ore
prac
tice
with
pol
ynom
ial i
dent
ities
by
expl
orin
g th
ose
that
con
tain
com
plex
num
bers
. Nex
t, st
uden
ts le
arn
one
of th
e m
ost u
sefu
l alg
ebra
ic th
eore
ms,
the
Fund
amen
tal T
heor
em o
f Alg
ebra
, whi
ch te
lls th
e nu
mbe
r of s
olut
ions
, bot
h
eal a
nd c
ompl
ex, t
hat a
pol
ynom
ial c
an h
ave.
Stu
dent
s app
ly th
is th
eore
m w
hen
solv
ing
quad
ratic
equ
atio
ns th
at h
ave
co
mpl
ex so
lutio
ns.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
21
Day
22
3.4.
1: E
xten
ding
Pol
ynom
ial I
dent
ities
to In
clud
e
Com
plex
Num
bers
TRB:
U3-
190–
211
SRB:
U3-
110–
124
SWB:
117
–124
N–C
N.8
(+)
Day
23
3.4.
2: S
olvi
ng Q
uadr
atic
Equ
atio
ns w
ith C
ompl
ex S
olut
ions
TRB:
U3-
212–
237
SRB:
U3-
125–
143
SWB:
127
–134
N–C
N.7
N
–CN
.9 (+
)
Day
24
Stat
ion
Act
iviti
es S
et 2
: Sol
ving
Qua
drat
ics
TRB:
U3-
459–
467
SWB:
209
–212
N–C
N.7
A
–SSE
.3a★
A
–REI
.4b
Day
25
Less
on 4
Pro
gres
s Ass
essm
ent
Less
on 5
Pre
-Ass
essm
ent
TRB:
U3-
238–
239
TRB:
U3-
240–
242
CCSS IP Math II Teacher Resource Pacing Guide
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CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 5
: Rat
iona
l Equ
atio
ns
Stud
ents
furt
her d
evel
op th
eir p
robl
em-s
olvi
ng sk
ills b
y le
arni
ng h
ow to
cre
ate
and
solv
e ra
tiona
l equ
atio
ns fr
om c
onte
xt. N
ext,
they
lear
n ho
w to
gra
ph ra
tiona
l fun
ctio
ns a
nd u
se th
ese
grap
hs to
solv
e re
al-w
orld
pro
blem
s.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
26
Day
27
3.5.
1: C
reat
ing
Ratio
nal E
quat
ions
TRB:
U3-
247–
268
SRB:
U3-
148–
162
SWB:
137
–144
A–C
ED.1
★
Day
28
3.5.
2: G
raph
ing
Ratio
nal E
quat
ions
TRB:
U3-
269–
301
SRB:
U3-
163–
187
SWB:
147
–156
A–C
ED.2
★
Day
29
3.5.
3: C
reat
ing
Ratio
nal I
nequ
aliti
esTR
B: U
3-30
2–34
1 SR
B: U
3-18
8–22
0 SW
B: 1
59–1
67
A–C
ED.1
★
Day
30
Less
on 5
Pro
gres
s Ass
essm
ent
Less
on 6
Pre
-Ass
essm
ent
TRB:
U3-
342–
346
TRB:
U3-
347–
348
Less
on 6
: Writ
ing
Expo
nent
ial E
xpre
ssio
ns in
Equ
ival
ent F
orm
s
Stud
ents
exp
lore
the
usef
ulne
ss o
f rew
ritin
g ex
pone
ntia
l exp
ress
ions
in e
quiv
alen
t for
ms i
n or
der t
o so
lve
real
-wor
ld p
robl
ems
invo
lvin
g ex
pone
ntia
l gro
wth
and
dec
ay.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
31
Day
32
3.6.
1: W
ritin
g Ex
pone
ntia
l Exp
ress
ions
in E
quiv
alen
t For
ms
TRB:
U3-
351–
374
SRB:
U3-
224–
241
SWB:
171
–178
A–S
SE.3
c★
Day
33
Less
on 6
Pro
gres
s Ass
essm
ent
Less
on 7
Pre
-Ass
essm
ent
TRB:
U3-
375–
377
TRB:
U3-
378–
379
CCSS IP Math II Teacher Resource Pacing Guide
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CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 7
: Sol
ving
Sys
tem
s of
Equ
atio
ns
Stud
ents
bui
ld o
n th
eir p
rior
kno
wle
dge
of sy
stem
s of l
inea
r equ
atio
ns fr
om p
revi
ous c
ours
es b
y ex
tend
ing
the
conc
ept t
o in
clud
e qu
adra
tic e
quat
ions
. Stu
dent
s lea
rn to
solv
e sy
stem
s mad
e up
of a
line
ar a
nd a
qua
drat
ic e
quat
ion
by g
raph
ing,
and
th
en b
y us
ing
alge
brai
c m
etho
ds. T
he q
uadr
atic
equ
atio
ns in
volv
ed a
re fo
r bot
h pa
rabo
las a
nd c
ircl
es.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
34
3.7.
1: S
olvi
ng S
yste
ms G
raph
ical
lyTR
B: U
3-38
2–40
1 SR
B: U
3-24
4–25
7 SW
B: 1
81–1
89
A–R
EI.7
Day
35
Day
36
3.7.
2: S
olvi
ng S
yste
ms A
lgeb
raic
ally
TRB:
U3-
402–
420
SRB:
U3-
258–
269
SWB:
193
–201
A–R
EI.7
Day
37
Less
on 7
Pro
gres
s Ass
essm
ent
TRB:
U3-
421–
426
U
nit A
sses
smen
tD
ay 3
8U
nit A
sses
smen
tTR
B: U
3-42
7–43
0
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-19
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Unit
4: A
pplic
atio
ns o
f Pro
babi
lity
(21
Days
)U
nit O
verv
iew
: Stu
dent
s beg
in b
y de
finin
g ev
ents
, app
lyin
g th
e A
dditi
on R
ule,
and
lear
ning
abo
ut in
depe
nden
ce. T
hen,
they
pr
ogre
ss to
war
d co
nditi
onal
pro
babi
litie
s and
the
Mul
tiplic
atio
n Ru
le. T
his b
uild
s int
o us
ing
com
bina
tori
cs to
cou
nt a
nd
calc
ulat
e pr
obab
ilitie
s. F
inal
ly, s
tude
nts l
earn
to m
ake
and
anal
yze
deci
sion
s bas
ed o
n pr
obab
ility
.
Less
on 1
: Eve
nts
This
intr
oduc
tory
less
on d
efin
es p
roba
bilit
y an
d pr
ovid
es st
uden
ts w
ith th
e op
port
unity
to le
arn
the
man
y vo
cabu
lary
wor
ds
asso
ciat
ed w
ith p
roba
bilit
y, in
clud
ing
the
conc
epts
of e
xper
imen
ts, o
utco
mes
, sam
ple
spac
es, e
vent
s, an
d se
t not
atio
n. T
hen,
st
uden
ts le
arn
how
to so
lve
prob
abili
ty p
robl
ems w
ith th
e A
dditi
on R
ule.
Fin
ally
, stu
dent
s lea
rn th
e di
ffere
nce
betw
een
inde
pend
ent a
nd d
epen
dent
eve
nts.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
1
Day
2Le
sson
1 P
re-A
sses
smen
t 4.
1.1:
Des
crib
ing
Even
tsPr
e-A
sses
smen
t TR
B: U
4-1–
2 In
stru
ctio
n/Pr
acti
ce
TRB:
U4-
6–32
SR
B: U
4-4–
23
SWB:
7–1
7
S–CP
.1★
Day
34.
1.2:
The
Add
ition
Rul
eTR
B: U
4-33
–47
SRB:
U4-
24–3
3 SW
B: 2
1–28
S–CP
.7★
Day
44.
1.3:
Und
erst
andi
ng In
depe
nden
t Eve
nts
TRB:
U4-
48–6
8 SR
B: U
4-34
–46
SWB:
31–
41
S–CP
.2★
Day
5Le
sson
1 P
rogr
ess A
sses
smen
t Le
sson
2 P
re-A
sses
smen
tTR
B: U
4-69
–73
TRB:
U4-
74–7
5
CCSS IP Math II Teacher Resource Pacing Guide
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CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 2
: Con
ditio
nal P
roba
bilit
y
Stud
ents
lear
n w
hat c
ondi
tiona
l pro
babi
lity
is, a
nd h
ow to
solv
e pr
oble
ms i
n w
hich
con
ditio
nal p
roba
bilit
y ex
ists
. The
n, th
e co
ncep
t is e
xpan
ded
to u
sing
two-
way
freq
uenc
y ta
bles
to o
rgan
ize
info
rmat
ion
and
solv
e pr
oble
ms.
Last
ly, s
tude
nts l
earn
how
to
solv
e co
nditi
onal
pro
babi
lity
prob
lem
s usi
ng th
e M
ultip
licat
ion
Rule
.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
6
Day
74.
2.1:
Intr
oduc
ing
Cond
ition
al P
roba
bilit
yTR
B: U
4-79
–102
SR
B: U
4-50
–68
SWB:
45–
52
S–CP
.3★
S–
CP.5
★
S–CP
.6★
Day
8
Day
94.
2.2:
Usi
ng T
wo-
Way
Fre
quen
cy T
able
sTR
B: U
4-10
3–12
5 SR
B: U
4-69
–84
SWB:
55–
65
S–CP
.4★
S–
CP.5
★
S–CP
.6★
Day
10
4.2.
3: T
he M
ultip
licat
ion
Rule
TRB:
U4-
126–
147
SRB:
U4-
85–9
8 SW
B: 6
9–76
S–CP
.8★
(+)
Day
11
Stat
ion
Act
iviti
es S
et 1
: Pro
babi
lity
TRB:
U4-
257–
271
SWB:
121
–129
S–CP
.1★
S–CP
.2★
S–CP
.3★
Day
12
Less
on 2
Pro
gres
s Ass
essm
ent
Less
on 3
Pre
-Ass
essm
ent
TRB:
U4-
148–
151
TRB:
U4-
152
CCSS IP Math II Teacher Resource Pacing Guide
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CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 3
: Com
bina
toric
s
Stud
ents
are
intr
oduc
ed to
com
bina
tions
and
per
mut
atio
ns a
nd h
ow to
cal
cula
te b
oth.
The
y us
e th
ese
pow
erfu
l con
cept
s to
solv
e a
vari
ety
of p
robl
ems.
The
n, st
uden
ts c
ombi
ne th
e pr
obab
ility
skill
s dev
elop
ed e
arlie
r in
this
uni
t with
com
bina
tori
cs to
so
lve
mor
e re
al-w
orld
pro
blem
s.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
13
Day
14
4.3.
1: C
ombi
natio
ns a
nd P
erm
utat
ions
TRB:
U4-
155–
174
SRB:
U4-
101–
112
SWB:
79–
86
S–CP
.9★
(+)
Day
15
4.3.
2: P
roba
bilit
y w
ith C
ombi
nato
rics
TRB:
U4-
175–
190
SRB:
U4-
113–
119
SWB:
89–
96
S–CP
.9★
(+)
Day
16
Less
on 3
Pro
gres
s Ass
essm
ent
Less
on 4
Pre
-Ass
essm
ent
TRB:
U4-
191–
193
TRB:
U4-
194–
195
Less
on 4
: Mak
ing
and
Anal
yzin
g De
cisi
ons
Stud
ents
app
ly sk
ills g
aine
d fr
om p
revi
ous l
esso
ns in
this
uni
t to
deci
de w
heth
er a
situ
atio
n is
fair
by
anal
yzin
g th
e pr
obab
ilitie
s of
the
poss
ible
out
com
es. T
hen,
they
ana
lyze
the
prob
abili
ties a
ssoc
iate
d w
ith v
ario
us si
tuat
ions
in o
rder
to m
ake
deci
sion
s, ca
lcul
ate
estim
ates
, and
det
erm
ine
whi
ch c
hoic
e is
mos
t lik
ely
to re
sult
in th
e de
sire
d ou
tcom
e.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
17
Day
18
4.4.
1: M
akin
g D
ecis
ions
TRB:
U4-
198–
217
SRB:
U4-
122–
133
SWB:
99–
106
S–M
D.6
★ (+
)
Day
19
4.4.
2: A
naly
zing
Dec
isio
nsTR
B: U
4-21
8–23
7 SR
B: U
4-13
4–14
7 SW
B: 1
09–1
17
S–M
D.7
★ (+
)
Day
20
Less
on 4
Pro
gres
s Ass
essm
ent
TRB:
U4-
238–
242
U
nit A
sses
smen
tD
ay 2
1U
nit A
sses
smen
tTR
B: U
4-24
3–24
8
CCSS IP Math II Teacher Resource Pacing Guide
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CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Unit
5: S
imila
rity,
Rig
ht T
riang
le T
rigon
omet
ry, a
nd P
roof
(46
Days
)U
nit O
verv
iew
: Stu
dent
s beg
in b
y le
arni
ng a
bout
mid
poin
ts a
nd o
ther
poi
nts o
f int
eres
t in
a lin
e se
gmen
t. Th
en, t
hey
wor
k w
ith d
ilatio
ns a
nd si
mila
rity
, whi
ch b
uild
s int
o le
arni
ng a
bout
and
pro
ving
the
vari
ous s
imila
rity
stat
emen
ts. N
ext,
stud
ents
le
arn
abou
t spe
cial
ang
les i
n in
ters
ectin
g lin
es a
nd a
bout
rela
tions
hips
am
ong
the
angl
es fo
rmed
by
a se
t of p
aral
lel l
ines
in
ters
ecte
d by
a tr
ansv
ersa
l. St
uden
ts th
en re
turn
to w
orki
ng w
ith tr
iang
les a
nd p
rovi
ng th
eore
ms a
bout
them
, inc
ludi
ng
the
Inte
rior
Ang
le S
um T
heor
em, a
s wel
l as t
heor
ems a
bout
isos
cele
s tri
angl
es, m
idse
gmen
ts, a
nd c
ente
rs o
f tri
angl
es.
Nex
t, st
uden
ts w
ill e
xplo
re p
roof
s inv
olvi
ng p
aral
lelo
gram
s and
oth
er q
uadr
ilate
rals
. The
uni
t end
s with
an
intr
oduc
tion
to
trig
onom
etri
c ra
tios a
nd so
lvin
g pr
oble
ms u
sing
thos
e ra
tios a
nd th
e Py
thag
orea
n Th
eore
m.
Less
on 1
: Lin
e Se
gmen
ts
Stud
ents
lear
n ho
w to
find
the
leng
th o
f a se
gmen
t in
the
coor
dina
te p
lane
by
usin
g th
e di
stan
ce fo
rmul
a, a
nd th
ey c
alcu
late
the
coor
dina
tes o
f the
mid
poin
ts o
f seg
men
ts. T
he d
ista
nce
and
mid
poin
t for
mul
as a
re th
en u
sed
to so
lve
prob
lem
s. Th
ese
form
ulas
ar
e us
ed fo
r sev
eral
pro
ofs l
ater
in th
e un
it.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
1Le
sson
1 P
re-A
sses
smen
t 5.
1.1:
Mid
poin
ts a
nd O
ther
Poi
nts o
n Li
ne S
egm
ents
Pre-
Ass
essm
ent
TRB:
U5-
1 In
stru
ctio
n/Pr
acti
ce
TRB:
U5-
3–25
SR
B: U
5-2–
16
SWB:
7–1
4
G–G
PE.6
Day
2Le
sson
1 P
rogr
ess A
sses
smen
tTR
B: U
5-26
–27
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-23
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 2
: Inv
estig
atin
g Pr
oper
ties
of D
ilatio
ns
Stud
ents
exp
lore
the
prop
ertie
s of d
ilatio
ns, t
he d
iffer
ence
bet
wee
n ri
gid
and
non-
rigi
d m
otio
ns, a
nd th
e m
eani
ng o
f a sc
ale
fact
or. T
hese
skill
s are
firs
t exp
lore
d in
isol
atio
n an
d th
en th
roug
h th
e co
ntex
t of a
pplic
atio
ns.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
3
Day
4Le
sson
2 P
re-A
sses
smen
t 5.
2.1:
Inve
stig
atin
g Pr
oper
ties o
f Par
alle
lism
and
the
Cent
erPr
e-A
sses
smen
t TR
B: U
5-28
–30
Inst
ruct
ion/
Prac
tice
TR
B: U
5-34
–56
SRB:
U5-
20–3
4 SW
B: 1
7–27
G–S
RT.1
a
Day
55.
2.2:
Inve
stig
atin
g Sc
ale
Fact
ors
TRB:
U5-
57–7
1 SR
B: U
5-35
–40
SWB:
31–
37
G–S
RT.1
b
Day
6Le
sson
2 P
rogr
ess A
sses
smen
t Le
sson
3 P
re-A
sses
smen
tTR
B: U
5-72
–76
TRB:
U5-
77–7
9
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-24
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 3
: Def
inin
g an
d Ap
plyi
ng S
imila
rity
Stud
ents
stud
y th
e pr
oper
ties o
f sim
ilari
ty, a
nd th
ey e
xplo
re th
e A
ngle
-Ang
le S
imila
rity
Sta
tem
ent a
s a w
ay to
pro
ve th
at tw
o tr
iang
les a
re si
mila
r. Th
e le
sson
focu
ses o
n si
mila
r tri
angl
es, w
hile
the
Stat
ion
Act
iviti
es se
t ext
ends
the
conc
ept t
o ot
her f
igur
es.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
7
Day
85.
3.1:
Def
inin
g Si
mila
rity
TRB:
U5-
82–1
04
SRB:
U5-
43–5
7 SW
B: 4
1–53
G–S
RT.2
Day
95.
3.2:
App
lyin
g Si
mila
rity
Usi
ng th
e A
ngle
-Ang
le (A
A) C
rite
rion
TRB:
U5-
105–
120
SRB:
U5-
58–6
8 SW
B: 5
7–66
G–S
RT.3
Day
10
Stat
ion
Act
iviti
es S
et 1
: Sim
ilari
ty a
nd S
cale
Fac
tor
TRB:
U5-
661–
673
SWB:
303
–310
G–S
RT.1
b G
–SRT
.2D
ay 1
1Le
sson
3 P
rogr
ess A
sses
smen
t Le
sson
4 P
re-A
sses
smen
tTR
B: U
5-12
1–12
7 TR
B: U
5-12
8–12
9
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-25
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 4
: Pro
ving
Sim
ilarit
y
Stud
ents
ext
end
thei
r kno
wle
dge
of tr
iang
le si
mila
rity
stat
emen
ts to
incl
ude
Side
-Ang
le-S
ide
(SA
S) a
nd S
ide-
Side
-Sid
e (S
SS).
Not
e th
at th
ese
stat
emen
ts, w
hich
rely
on
the
ratio
s of t
he si
des a
nd n
ot th
e le
ngth
s of t
he si
des,
shou
ld n
ot b
e co
nfus
ed w
ith
the
SAS
and
SSS
met
hods
of p
rovi
ng c
ongr
uenc
e. T
hese
sim
ilari
ty st
atem
ents
are
then
use
d to
pro
ve th
e Py
thag
orea
n Th
eore
m.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
12
Day
13
5.4.
1: P
rovi
ng T
rian
gle
Sim
ilari
ty U
sing
Sid
e-A
ngle
-Sid
e (S
AS)
an
d Si
de-S
ide-
Side
(SSS
) Sim
ilari
tyTR
B: U
5-13
2–14
8 SR
B: U
5-72
–82
SWB:
69–
77
G–S
RT.4
Day
14
5.4.
2: W
orki
ng w
ith R
atio
Seg
men
tsTR
B: U
5-14
9–16
9 SR
B: U
5-83
–95
SWB:
81–
92
G–S
RT.4
Day
15
5.4.
3: P
rovi
ng th
e Py
thag
orea
n Th
eore
m U
sing
Sim
ilari
tyTR
B: U
5-17
0–19
0 SR
B: U
5-96
–109
SW
B: 9
5–10
5
G–S
RT.4
Day
16
5.4.
4: S
olvi
ng P
robl
ems U
sing
Sim
ilari
ty a
nd C
ongr
uenc
eTR
B: U
5-19
1–21
3 SR
B: U
5-11
0–12
4 SW
B: 1
09–1
21
G–S
RT.5
Day
17
Less
on 4
Pro
gres
s Ass
essm
ent
Less
on 5
Pre
-Ass
essm
ent
TRB:
U5-
214–
219
TRB:
U5-
220–
222
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-26
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 5
: Pro
ving
The
orem
s Ab
out L
ines
and
Ang
les
This
less
on c
ontin
ues t
he e
xplo
ratio
n of
pro
ofs.
Stud
ents
dis
cove
r a p
roof
for t
he V
ertic
al A
ngle
s The
orem
, as w
ell a
s pro
ofs o
f th
eore
ms c
once
rnin
g th
e an
gles
that
are
form
ed w
hen
para
llel l
ines
are
cut
by
a tr
ansv
ersa
l.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
18
Day
19
5.5.
1: P
rovi
ng th
e V
ertic
al A
ngle
s The
orem
TRB:
U5-
226–
255
SRB:
U5-
128–
148
SWB:
125
–136
G–C
O.9
Day
20
Day
21
5.5.
2: P
rovi
ng T
heor
ems A
bout
Ang
les i
n Pa
ralle
l Lin
es C
ut b
y a
Tran
sver
sal
TRB:
U5-
256–
282
SRB:
U5-
149–
169
SWB:
139
–149
G–C
O.9
Day
22
Stat
ion
Act
iviti
es S
et 2
: Par
alle
l Lin
es a
nd T
rans
vers
als
TRB:
U5-
674–
685
SWB:
311
–317
G–C
O.9
Day
23
Less
on 5
Pro
gres
s Ass
essm
ent
Less
on 6
Pre
-Ass
essm
ent
TRB:
U5-
283–
290
TRB:
U5-
291–
293
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-27
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 6
: Pro
ving
The
orem
s Ab
out T
riang
les
Stud
ents
exp
lore
d pr
oofs
invo
lvin
g si
mila
rity
of t
rian
gles
in p
revi
ous l
esso
ns in
this
uni
t. In
this
less
on, t
hey
retu
rn to
tria
ngle
s to
dis
cove
r sev
eral
mor
e pr
oofs
of s
ome
of th
e pr
oper
ties o
f tri
angl
es.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
24
Day
25
5.6.
1: P
rovi
ng th
e In
teri
or A
ngle
Sum
The
orem
TRB:
U5-
297–
319
SRB:
U5-
173–
189
SWB:
153
–163
G–C
O.1
0
Day
26
5.6.
2: P
rovi
ng T
heor
ems A
bout
Isos
cele
s Tri
angl
esTR
B: U
5-32
0–34
3 SR
B: U
5-19
0–20
6 SW
B: 1
67–1
76
G–C
O.1
0
Day
27
5.6.
3: P
rovi
ng th
e M
idse
gmen
t of a
Tri
angl
eTR
B: U
5-34
4–37
4 SR
B: U
5-20
7–23
1 SW
B: 1
79–1
92
G–C
O.1
0
Day
28
Day
29
5.6.
4: P
rovi
ng C
ente
rs o
f Tri
angl
esTR
B: U
5-37
5–41
6 SR
B: U
5-23
2–26
1 SW
B: 1
95–2
05
G–C
O.1
0
Day
30
Less
on 6
Pro
gres
s Ass
essm
ent
Less
on 7
Pre
-Ass
essm
ent
TRB:
U5-
417–
422
TRB:
U5-
423
CCSS IP Math II Teacher Resource Pacing Guide
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CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 7
: Pro
ving
The
orem
s Ab
out P
aral
lelo
gram
s
Man
y of
the
geom
etri
cal p
roof
s tha
t stu
dent
s hav
e se
en a
re b
roug
ht to
geth
er in
this
less
on, w
hich
exp
lore
s the
theo
rem
s for
pa
ralle
logr
ams a
nd o
ther
spec
ial q
uadr
ilate
rals
.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
31
Day
32
5.7.
1: P
rovi
ng P
rope
rtie
s of P
aral
lelo
gram
sTR
B: U
5-42
6–45
3 SR
B: U
5-26
4–28
3 SW
B: 2
09–2
19
G–C
O.1
1
Day
33
5.7.
2: P
rovi
ng P
rope
rtie
s of S
peci
al Q
uadr
ilate
rals
TRB:
U5-
454–
487
SRB:
U5-
284–
307
SWB:
223
–229
G–C
O.1
1
Day
34
Stat
ion
Act
iviti
es S
et 3
: Rho
mbi
, Squ
ares
, Kite
s, an
d Tr
apez
oids
TRB:
U5-
686–
696
SWB:
319
–325
G–C
O.1
1
Day
35
Less
on 7
Pro
gres
s Ass
essm
ent
Less
on 8
Pre
-Ass
essm
ent
TRB:
U5-
488–
490
TRB:
U5-
491–
492
Less
on 8
: Exp
lorin
g Tr
igon
omet
ric R
atio
s
Stud
ents
are
intr
oduc
ed to
trig
onom
etri
c ra
tios.
Stud
ents
lear
n ho
w to
cal
cula
te th
ese
ratio
s, an
d ex
plor
e si
ne a
nd c
osin
e as
co
mpl
emen
ts. T
his i
ntro
duct
ion
to tr
igon
omet
ry p
repa
res s
tude
nts f
or th
e ne
xt le
sson
, in
whi
ch tr
igon
omet
ric
ratio
s are
use
d to
so
lve
prob
lem
s, as
wel
l as f
or th
e m
uch
deep
er st
udy
of tr
igon
omet
ry in
late
r cou
rses
.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
36
Day
37
5.8.
1: D
efin
ing
Trig
onom
etri
c Ra
tios
TRB:
U5-
496–
523
SRB:
U5-
311–
329
SWB:
233
–243
G–S
RT.6
Day
38
5.8.
2: E
xplo
ring
Sin
e an
d Co
sine
As C
ompl
emen
tsTR
B: U
5-52
4–54
0 SR
B: U
5-33
0–33
9 SW
B: 2
47–2
55
G–S
RT.7
Day
39
Less
on 8
Pro
gres
s Ass
essm
ent
Less
on 9
Pre
-Ass
essm
ent
TRB:
U5-
541–
544
TRB:
U5-
545–
546
CCSS IP Math II Teacher Resource Pacing Guide
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CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 9
: App
lyin
g Tr
igon
omet
ric R
atio
s
Stud
ents
use
the
trig
onom
etri
c ra
tios l
earn
ed in
the
prev
ious
less
on a
nd th
e Py
thag
orea
n Th
eore
m to
solv
e pr
oble
ms.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
40
5.9.
1: C
alcu
latin
g Si
ne, C
osin
e, a
nd T
ange
ntTR
B: U
5-55
0–57
3 SR
B: U
5-34
3–35
8 SW
B: 2
59–2
67
G–S
RT.8
★
Day
41
5.9.
2: C
alcu
latin
g Co
seca
nt, S
ecan
t, an
d Co
tang
ent
TRB:
U5-
574–
593
SRB:
U5-
359–
371
SWB:
271
–279
G–S
RT.8
★
Day
42
5.9.
3: P
robl
em S
olvi
ng w
ith th
e Py
thag
orea
n Th
eore
m
and
Trig
onom
etry
TRB:
U5-
594–
614
SRB:
U5-
372–
385
SWB:
283
–290
G–S
RT.8
★
Day
43
5.9.
4: P
rovi
ng th
e Py
thag
orea
n Id
entit
yTR
B: U
5-61
5–63
1 SR
B: U
5-38
6–39
5 SW
B: 2
93–3
00
F–TF
.8
Day
44
Stat
ion
Act
iviti
es S
et 4
: Sin
e, C
osin
e, a
nd T
ange
nt R
atio
s, an
d A
ngle
s of E
leva
tion
and
Dep
ress
ion
TRB:
U5-
697–
707
SWB:
327
–332
G–S
RT.6
G
–SRT
.7
G–S
RT.8
★
Day
45
Less
on 9
Pro
gres
s Ass
essm
ent
TRB:
U5-
632–
635
U
nit A
sses
smen
tD
ay 4
6U
nit A
sses
smen
tTR
B: U
5-63
6–64
2
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-30
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Unit
6: C
ircle
s W
ith a
nd W
ithou
t Coo
rdin
ates
(30
Days
)U
nit O
verv
iew
: Stu
dent
s stu
dy th
e pr
oper
ties o
f cir
cles
, inc
ludi
ng c
entr
al a
nd in
scri
bed
angl
es, c
hord
s of a
cir
cle,
and
tang
ents
to
a c
ircl
e. T
hen,
they
bui
ld o
n th
is k
now
ledg
e to
exp
lore
pol
ygon
s cir
cum
scri
bed
by o
r ins
crib
ed in
a c
ircl
e. N
ext,
stud
ents
m
ove
on to
the
prop
ertie
s of t
ange
nt li
nes a
nd th
eir c
onst
ruct
ion.
Stu
dent
s are
intr
oduc
ed to
radi
ans,
and
they
use
radi
ans t
o fin
d th
e ar
ea o
f a se
ctor
and
the
circ
umfe
renc
e an
d ar
ea o
f a c
ircl
e. S
tude
nts b
uild
from
one
- and
two-
dim
ensi
onal
are
nas t
o a
thre
e-di
men
sion
al o
ne b
y ex
plor
ing
mor
e de
eply
the
volu
me
form
ulas
for c
ylin
ders
, pyr
amid
s, co
nes,
and
sphe
res.
The
links
be
twee
n al
gebr
a an
d ge
omet
ry a
re e
xplo
red
thro
ugh
deri
ving
the
equa
tions
for c
ircl
es a
nd p
arab
olas
. Fin
ally
, stu
dent
s use
co
ordi
nate
s to
prov
e ge
omet
ric
theo
rem
s abo
ut c
ircl
es a
nd p
arab
olas
.
Less
on 1
: Int
rodu
cing
Circ
les
This
less
on b
egin
s by
intr
oduc
ing
circ
les a
nd v
ocab
ular
y re
late
d to
cir
cles
, inc
ludi
ng c
entr
al a
nd in
scri
bed
angl
es. N
ext,
stud
ents
exp
lore
the
rela
tions
hip
betw
een
chor
ds a
nd th
e an
gles
and
arc
s the
y cr
eate
. The
n, st
uden
ts le
arn
the
defin
ition
s of a
ta
ngen
t lin
e an
d a
seca
nt li
ne, a
nd th
e pr
oper
ties a
ssoc
iate
d w
ith e
ach.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
1
Day
2Le
sson
1 P
re-A
sses
smen
t 6.
1.1:
Sim
ilar C
ircl
es a
nd C
entr
al a
nd In
scri
bed
Ang
les
Pre-
Ass
essm
ent
TRB:
U6-
1–2
Inst
ruct
ion/
Prac
tice
TR
B: U
6-5–
27
SRB:
U6-
4–21
SW
B: 7
–15
G–C
.1
G–C
.2
Day
36.
1.2:
Cho
rd C
entr
al A
ngle
s Con
ject
ure
TRB:
U6-
28–4
2 SR
B: U
6-22
–30
SWB:
19–
27
G–C
.2
Day
46.
1.3:
Pro
pert
ies o
f Tan
gent
s of a
Cir
cle
TRB:
U6-
43–6
2 SR
B: U
6-31
–42
SWB:
31–
42
G–C
.2
Day
5Le
sson
1 P
rogr
ess A
sses
smen
t Le
sson
2 P
re-A
sses
smen
tTR
B: U
6-63
–67
TRB:
U6-
68
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-31
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 2
: Ins
crib
ed P
olyg
ons
and
Circ
umsc
ribed
Tria
ngle
s
Stud
ents
lear
n ho
w to
con
stru
ct a
cir
cle
that
is in
scri
bed
in a
tria
ngle
by
first
find
ing
the
poin
t of c
oncu
rren
cy o
f the
ang
le
bise
ctor
s (th
e in
cent
er).
Then
, stu
dent
s mov
e on
to th
e co
nstr
uctio
n of
cir
cum
scri
bed
circ
les,
whi
ch re
quir
es th
em to
firs
t fin
d th
e po
int o
f con
curr
ency
for t
he p
erpe
ndic
ular
bis
ecto
rs (t
he c
ircu
mce
nter
). Fi
nally
, stu
dent
s exp
lore
the
prop
ertie
s of
insc
ribe
d qu
adri
late
rals
.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
66.
2.1:
Con
stru
ctin
g In
scri
bed
Circ
les
TRB:
U6-
71–9
5 SR
B: U
6-45
–62
SWB:
45–
54
G–C
.3
Day
76.
2.2:
Con
stru
ctin
g Ci
rcum
scri
bed
Circ
les
TRB:
U6-
96–1
12
SRB:
U6-
63–7
3 SW
B: 5
7–65
G–C
.3
Day
86.
2.3:
Pro
ving
Pro
pert
ies o
f Ins
crib
ed Q
uadr
ilate
rals
TRB:
U6-
113–
127
SRB:
U6-
74–8
4 SW
B: 6
9–77
G–C
.3
Day
9St
atio
n A
ctiv
ities
Set
3: C
ircu
mce
nter
, Inc
ente
r, O
rtho
cent
er,
and
Cent
roid
TRB:
U6-
389–
402
SWB:
185
–192
G–C
O.1
2 G
–CO
.13
G–C
.3D
ay 1
0Le
sson
2 P
rogr
ess A
sses
smen
t Le
sson
3 P
re-A
sses
smen
tTR
B: U
6-12
8–13
1 TR
B: U
6-13
2–13
3
CCSS IP Math II Teacher Resource Pacing Guide
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CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 3
: Con
stru
ctin
g Ta
ngen
t Lin
es
This
bri
ef le
sson
show
s how
to c
onst
ruct
a ta
ngen
t lin
e th
roug
h a
give
n po
int o
n a
circ
le, a
nd h
ow to
con
stru
ct a
tang
ent l
ine
thro
ugh
a po
int t
hat i
s not
on
the
circ
le.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
11
6.3.
1: C
onst
ruct
ing
Tang
ent L
ines
TRB:
U6-
136–
161
SRB:
U6-
87–1
05
SWB:
81–
90
G–C
.4 (+
)
Day
12
Less
on 3
Pro
gres
s Ass
essm
ent
TRB:
U6-
162–
165
Less
on 4
: Fin
ding
Arc
Len
gths
and
Are
as o
f Sec
tors
Stud
ents
con
tinue
thei
r stu
dy o
f cir
cles
by
lear
ning
how
to c
alcu
late
arc
leng
th b
ased
on
the
rela
tions
hip
betw
een
the
arc
leng
th,
the
radi
an m
easu
re o
f the
cen
tral
ang
le, a
nd th
e le
ngth
of t
he ra
dius
. The
n, st
uden
ts le
arn
how
to c
alcu
late
the
area
of a
sect
or,
agai
n us
ing
the
leng
th o
f the
radi
us a
nd th
e m
easu
re o
f the
cen
tral
ang
le in
radi
ans.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
13
Less
on 4
Pre
-Ass
essm
ent
6.4.
1: D
efin
ing
Radi
ans
Pre-
Ass
essm
ent
TRB:
U6-
166
Inst
ruct
ion/
Prac
tice
TR
B: U
6-16
9–18
1 SR
B: U
6-10
9–11
5 SW
B: 9
3–99
G–C
.5
Day
14
Day
15
6.4.
2: D
eriv
ing
the
Form
ula
for t
he A
rea
of a
Sec
tor
TRB:
U6-
182–
193
SRB:
U6-
116–
120
SWB:
103
–109
G–C
.5
Day
16
Stat
ion
Act
iviti
es S
et 1
: Cir
cum
fere
nce,
Ang
les,
Arc
s, Ch
ords
, and
In
scri
bed
Ang
les
TRB:
U6-
363–
376
SWB:
167
–176
G–C
.2
G–C
.5
Day
17
Less
on 4
Pro
gres
s Ass
essm
ent
Less
on 5
Pre
-Ass
essm
ent
TRB:
U6-
194–
195
TRB:
U6-
196
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-33
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 5
: Exp
lain
ing
and
Appl
ying
Are
a an
d Vo
lum
e Fo
rmul
as
Stud
ents
hav
e se
en th
e fo
rmul
as fo
r cir
cum
fere
nce
and
area
of a
cir
cle
in p
revi
ous m
ath
cour
ses.
In th
is le
sson
, stu
dent
s pr
ove
why
thes
e fo
rmul
as w
ork,
and
they
als
o se
e a
proo
f of t
he ra
tio π
. The
n, st
uden
ts m
ove
on to
exp
lore
the
form
ulas
for
calc
ulat
ing
the
volu
mes
of c
ylin
ders
, pyr
amid
s, co
nes,
and
sphe
res.
Thro
ugh
the
stud
y of
vol
ume,
stud
ents
are
exp
osed
to
Cava
lieri
’s Pr
inci
ple.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
18
6.5.
1: C
ircu
mfe
renc
e an
d A
rea
of a
Cir
cle
TRB:
U6-
200–
221
SRB:
U6-
124–
138
SWB:
113
–120
G–G
MD
.1
Day
19
Day
20
6.5.
2: V
olum
es o
f Cyl
inde
rs, P
yram
ids,
Cone
s, an
d Sp
here
sTR
B: U
6-22
2–24
4 SR
B: U
6-13
9–15
3 SW
B: 1
23–1
30
G–G
MD
.1
G–G
MD
.3★
Day
21
Less
on 5
Pro
gres
s Ass
essm
ent
Less
on 6
Pre
-Ass
essm
ent
TRB:
U6-
245–
247
TRB:
U6-
248
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-34
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 6
: Der
ivin
g Eq
uatio
ns
Stud
ents
dis
cove
r tw
o of
the
four
con
ic se
ctio
ns, t
he c
ircl
e an
d th
e pa
rabo
la. T
he st
udy
of th
e ci
rcle
con
tinue
s, th
is ti
me
com
bini
ng c
ircl
es w
ith a
lgeb
ra a
s stu
dent
s dis
cove
r the
alg
ebra
ic e
quat
ion
for a
cir
cle.
The
n, st
uden
ts le
arn
how
to c
reat
e eq
uatio
ns fo
r par
abol
as u
sing
the
geom
etri
c de
finiti
on o
f a p
arab
ola.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
22
Day
23
6.6.
1: D
eriv
ing
the
Equa
tion
of a
Cir
cle
TRB:
U6-
252–
277
SRB:
U6-
157–
174
SWB:
133
–139
G–G
PE.1
Day
24
Stat
ion
Act
iviti
es S
et 2
: Spe
cial
Seg
men
ts, A
ngle
Mea
sure
men
ts,
and
Equa
tions
of C
ircl
esTR
B: U
6-37
7–38
8 SW
B: 1
77–1
83G
–C.1
G
–C.2
G
–C.4
G
–C.5
G
–GPE
.1D
ay 2
56.
6.2:
Der
ivin
g th
e Eq
uatio
n of
a P
arab
ola
TRB:
U6-
278–
305
SRB:
U6-
175–
195
SWB:
143
–152
G–G
PE.2
Day
26
Less
on 6
Pro
gres
s Ass
essm
ent
Less
on 7
Pre
-Ass
essm
ent
TRB:
U6-
306–
308
TRB:
U6-
309
CCSS IP Math II Teacher Resource Pacing Guide
© Walch EducationPG-35
CCSS IP MATH II TEACHER RESOURCESuggested Pacing Guide
Less
on 7
: Usi
ng C
oord
inat
es to
Pro
ve G
eom
etric
The
orem
s Ab
out C
ircle
s an
d Pa
rabo
las
Stud
ents
furt
her e
xpan
d th
eir u
nder
stan
ding
of t
he c
onne
ctio
n be
twee
n ge
omet
ric
defin
ition
of c
ircl
es a
nd p
arab
olas
and
the
alge
brai
c eq
uatio
ns fo
r the
se sh
apes
. Stu
dent
s use
figu
res i
n th
e co
ordi
nate
pla
ne to
illu
stra
te a
nd p
rove
theo
rem
s abo
ut c
ircl
es
and
para
bola
s alg
ebra
ical
ly.
Day
Are
a of
stu
dy/c
onte
ntPa
ges
Stan
dard
(s)
Day
27
Day
28
6.7.
1: U
sing
Coo
rdin
ates
to P
rove
Geo
met
ric
Theo
rem
s Abo
ut
Circ
les a
nd P
arab
olas
TRB:
U6-
313–
339
SRB:
U6-
199–
217
SWB:
155
–163
G–G
PE.4
Day
29
Less
on 7
Pro
gres
s Ass
essm
ent
TRB:
U6-
340–
342
Uni
t Ass
essm
ent
Day
30
Uni
t Ass
essm
ent
TRB:
U6-
343–
349
End-
of-C
ours
e A
sses
smen
tD
ay 3
1En
d-of
-Cou
rse
Ass
essm
ent
Plea
se g
o to
wal
ch.c
om/u
pdat
es a
nd re
gist
er to
rece
ive
End-
of-C
ours
e A
sses
smen
ts a
nd o
ther
upd
ates
and
ad
ditio
ns a
s the
y be
com
e av
aila
ble.