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Accelerated Algebra 2/Pre-Calculus Concept Outline

This is the current draft of the new accelerated course. THIS IS JUST A DRAFT. There could be
several changes made to this course before the new school year starts. Also, as it currently stands,
there is no single textbook for this course. Students will likely need a textbook for Algebra 2 and
another for the Trig/Pre-Calc. The district just sent a scope and sequence with listed standards, so I
listed the big concepts outlined in each standard. Here’s what the course currently looks like:

Unit 0
 Sequences & Series
 Comparing explicit & recursive forms of an equation
 Identifying linear, quadratic, and exponential forms of equations by looking at formulas, graphs
and input/output tables

Unit 1
3 3
 Using properties of exponents to rewrite exponential expressions; 162 = (42 )2 = 43
 Solving functions algebraically vs graphically (including inequalities)
 Recognizing the solution set of a function (one solution, no solutions, more than one, infinite)
 Growth vs decay of exponential functions
 Rewriting exponential form of functions in logarithmic form
 Properties of logarithms
Note: Just properties of logs and rewriting the forms. Solving equations comes later.

Unit 2

 Identifying domain and range of functions using appropriate notation


 Graphing functions and verbalizing key features including domain, range, maximum, minimum,
increasing, decreasing, positive, negative, intercepts, symmetry, relative maxima/minima, etc.
 Calculate the average rate of change using a table or estimate using a graph
 Be able to graph and identify key features of functions including linear, quadratic, square root,
cube root, piece-wise, absolute value, polynomials, exponential, logarithms
Note: Students should be able to use technology for difficult functions

Unit 3

 Graph trigonometric functions (sine, cosine, and tangent) and describe key features such as
period, amplitude, domain, and range
 Introduction of unit circle and the relationship between degrees and radians
 Use unit circle and special right triangles to find values for sin θ, cos θ, and tan θ (for basic
radian measures such as /3, /4, etc.)
 Use Pythagorean Identities to solve for sin θ, cos θ, and tan θ.
Unit 4
 Introduction of imaginary and complex numbers
 Solving equations with complex solutions
 Determine the appropriate method to use for solving equations including completing the
square, factoring, substitution, quadratic formula, and polynomial division

Unit 5*** (I would probably skip this unit if I were teaching this course)
 Creating and using dotplots, boxplots, and histograms to interpret data
 Identifying the shape, center, spread, and outliers within a data set
 Calculating mean and standard deviation of a data set
 Creating and using frequency tables to interpret data
 Creating and using scatterplots to interpret data

Unit 6
 Identifying and describe even and odd functions and understand how those functions behave
 Identifying and graphing functions with vertical shifts, horizontal shifts, stretches,
compressions, etc.
 Use inverse relationship of logarithms and exponentials to solve equations (including base e)

Unit 7

 Graph trigonometric functions with phase shifts


 Graph trigonometric functions (secant, cosecant, and cotangent) and describe key features such
as period, amplitude, domain, and range
 Use unit circle and special right triangles to find values for sin θ, cos θ, tan θ, sec θ, csc θ, and
cotθ (using more complex radian measures such as 7/3, 5/12, etc.)
 Use trigonometric identities to solve equations.

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