Cherokee County Schools
Mathematics Course of Study
Algebraic Connections
Algebraic Connections is a course that provides students with a bridge to courses beyond the level of Algebra I and Geometry and to the mathematical empowerment needed to make responsible financial and economic decisions. It is designed for students who need additional mathematical experiences prior to enrollment in Algebra II, with or without Trigonometry, and for students for whom this will be a culminating high school mathematics course.
Algebraic Connections extends the scope of content of the prerequisite courses, integrating topics from algebra, geometry, measurement, and probability and statistics with an emphasis on real-world applications. This course provides opportunities to incorporate the use of technology through its emphasis on using functions to make real-life predictions and to calculate outcomes. The wide range of applied problems may lend itself to organizing the content into thematic units.
Please use this document to plan mathematics lessons. The content standards define what students should know and be able to do at the conclusion of the course or grade. The order in which standards are listed within a course or grade is not intended to convey a sequence for instruction. Each standard is aligned with the appropriate student assessment and correlated with textbooks adopted by Cherokee County Schools. Bullets denote content that is related to the standards and required for instruction. Examples clarify certain components of content standards or bullets and are not exhaustive. Technology is integrated throughout the document. Statewide student assessments are not addressed since standards for Algebra II with Trigonometry are above the requirements for the Alabama High School Graduation Exam.
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Alabama Course of Study: Mathematics
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Technology Integration
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Prentice Hall
(Sections) |
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1. Use algebraic and geometric techniques to make financial and economic decisions, including those involving banking and investments, insurance, personal budgets, credit purchases, recreation, and deceptive and fraudulent pricing and advertising. Examples: Banking – determining the best choice of certificates of
deposit, savings accounts, checking accounts, or loans. Credit purchases – comparing the
costs of fixed-or variable-rate mortgage loans, comparing the costs
associated with various credit cards; Personal budgets – determining
the best plan for long distance phone service.
Example: using computer software to create an amortization table for a mortgage loan or a circle graph for a personal budget. |
http://www.nefe.org/hsfppportal/index.html http://www.federalreserveeducation.org/index.cfm http://www.federalreserveeducation.org/index.cfm http://illuminations.nctm.org/pages/68.html Resource:
Microsoft Excel; |
5-2; 8-1; 8-2; 8-3; 8-3; 8-5; 12-1; 12-2; 12-4 |
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Alabama Course of Study: Mathematics
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Technology Integration
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Prentice Hall
(Sections) |
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2. Solve problems using direct, inverse, and joint variation. |
http://www.mhhe.com/math/devmath/aleks/wt-ia/student/olc/graphics/author_ed/chp5sec24.htm http://illuminations.nctm.org/pages/68.html |
6-4; |
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3. Use formulas or equations of functions to calculate outcomes of exponential growth or decay. Example:
problems involving compound interest, bacterial growth, carbon-14
dating, depreciation, cooling point in chemistry |
http://www.pegasuscom.com/tstart2.html http://jersey.uoregon.edu/vlab/ExponentialGrowth/index.html http://illuminations.nctm.org/pages/68.html |
7-4; |
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4.Determine maximum and minimum values of a function
using linear programming
procedures. Example: Given the boundaries x ≥ 0, y ≥ 0, 2x – 3y + 15 ≥ 0, and x ≤ 9, find the maximum and minimum values of f(x,y) = 3x + 5y. |
http://ford.ieor.berkeley.edu/riot/Tools/ http://home.alltel.net/okrebs/page34.html http://illuminations.nctm.org/pages/68.html |
7-7 |
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Alabama Course of Study: Mathematics
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Technology Integration
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Prentice Hall
(Sections) |
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5.Approximate rates of change of nonlinear
relationships from graphical and numerical data. ·
Graphing information from tables, equations, or
classroom-generated data to model consumer costs and to predict future
outcomes. |
http://illuminations.nctm.org/pages/68.html |
8.2; 8-3; 8-4; |
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6. Use the extreme value of a given quadratic function to solve applied
problems. Example: determining the cost needed to maximize profit |
http://algebraforathletes.com/9_1.htm http://illuminations.nctm.org/pages/68.html |
7-3 |
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7.Make predictions based upon tables or graphs from
societal contexts. Example: making predictions about population change or employment rate |
http://www.people.memphis.edu/~kshawes/graph/ http://illuminations.nctm.org/pages/68.html |
5-2; 7-2; 7-5; 8-1; 8.2; 8-5; Chapter 12 |
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8.Determine missing information in an application-based
situation by using the properties of right triangles, including trigonometric
ratios. Example: application – construction or landscaping problem |
http://www.frontiernet.net/~imaging/pythagorean.html http://www.teachers.ash.org.au/mikemath/algtrigratio/ http://illuminations.nctm.org/pages/68.html |
10-2; 10-6 |
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Alabama Course of Study: Mathematics
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Technology Integration
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Prentice Hall
(Sections) |
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9.Analyze the aesthetics of real-life situations using
line symmetry, rotational symmetry, or the golden ratio. Example: identifying the symmetry found in nature, art, or architecture |
http://ccins.camosun.bc.ca/~jbritton/jbsymteslk.htm http://www.adrianbruce.com/Symmetry/ http://illuminations.nctm.org/pages/68.html |
13-2; 5-4 |
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10.Use arc length and sector area to solve applied
problems. |
http://illuminations.nctm.org/pages/68.html |
1-2 |
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11.Critique the appropriateness of measurements in
terms of precision, accuracy, and approximate error. Example: determining whether one candidate has a significant lead over another candidate when given their current standings in a poll and the margin of error |
http://illuminations.nctm.org/pages/68.html |
9-1; 9-2; 9-3 |
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12.Use ratios of perimeters, areas, and volumes of
similar figures to solve applied problems. Example: using blueprint or scale drawing of a house to determine the amount of carpet to be purchased |
http://www.towson.edu/~yau/Excel2001.02.05.htm http://illuminations.nctm.org/pages/68.html |
10-2 |
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Alabama Course of Study: Mathematics
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Technology Integration
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Prentice Hall
(Sections) |
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13.Model a set of data by estimating the equation of a
curve of best fit from tables of values or scatter plots. Example: predicting or analyzing election results, population change, inflation rate, employment rate, or cholesterol count |
http://www.psychstat.smsu.edu/introbook/sbk09m.htm http://illuminations.nctm.org/pages/68.html |
12-5 |
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14.Estimate probabilities given a frequency distribution.
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http://www.cut-the-knot.org/probability.shtml http://illuminations.nctm.org/pages/68.html |
12-1; 12-2; 12-3; 12-4 |
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Additional Resources: http://cwx.prenhall.com/bookbind/pubbooks/esm_blitzer_thinkmath_2/ |
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