M.2HS

High School Mathematics II

M.2HS.1Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. (e.g., We define 5^1/3 to be the cube root of 5 because we want (5^1/3)^3 = 5^(1/3)3 to hold, so (5^1/3)^3 must equal 5.)M.2HS.10Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.M.2HS.11Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.M.2HS.12Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (e.g., Given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum).M.2HS.13Write a function that describes a relationship between two quantities.M.2HS.14Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.M.2HS.15Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x)= 2 x^3 or f(x) = (x+1)/(x-1) for x ≠ 1.M.2HS.16Using graphs and tables, observe that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically; or (more generally) as a polynomial function.M.2HS.17Interpret expressions that represent a quantity in terms of its context.M.2HS.18Use the structure of an expression to identify ways to rewrite it. For example, see x^4 – y^4 as (x^2)^2 – (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 – y^2)(x^2 + y^2).M.2HS.19Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.M.2HS.2Rewrite expressions involving radicals and rational exponents using the properties of exponents.M.2HS.20Create equations and inequalities in one variable and use them to solve problems.M.2HS.21Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.M.2HS.22Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (e.g., Rearrange Ohm’s law V = IR to highlight resistance R.)M.2HS.23Solve quadratic equations in one variable.M.2HS.24Solve quadratic equations with real coefficients that have complex solutions.M.2HS.25Extend polynomial identities to the complex numbers. For example, rewrite x^2 + 4 as (x + 2i)(x – 2i).M.2HS.26Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.M.2HS.27Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. (e.g., Find the points of intersection between the line y = –3x and the circle x^2 + y^2 = 3.)M.2HS.28Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes or as unions, intersections or complements of other events (“or,” “and,” “not”).M.2HS.29Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities and use this characterization to determine if they are independent.M.2HS.3Explain why sums and products of rational numbers are rational, that the sum of a rational number and an irrational number is irrational and that the product of a nonzero rational number and an irrational number is irrational.M.2HS.30Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.M.2HS.31Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. (e.g., Collect data from a random sample of students in your school on their favorite subject among math, science and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.)M.2HS.32Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. (e.g., Compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.)M.2HS.33Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A and interpret the answer in terms of the model.M.2HS.34Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model.M.2HS.35Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.M.2HS.36Use permutations and combinations to compute probabilities of compound events and solve problems.M.2HS.37Use probabilities to make fair decisions (e.g., drawing by lots or using a random number generator).M.2HS.38Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, and/or pulling a hockey goalie at the end of a game).M.2HS.39Verify experimentally the properties of dilations given by a center and a scale factor.M.2HS.4Know there is a complex number i such that i^2 = −1, and every complex number has the form a + bi with a and b real.M.2HS.40Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.M.2HS.41Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.M.2HS.42Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints. Implementation may be extended to include concurrence of perpendicular bisectors and angle bisectors as preparation for M.2HS.C.3.M.2HS.43Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.M.2HS.44Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other and conversely, rectangles are parallelograms with congruent diagonals.M.2HS.45Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally and conversely; the Pythagorean Theorem proved using triangle similarity.M.2HS.46Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.M.2HS.47Find the point on a directed line segment between two given points that partitions the segment in a given ratio.M.2HS.48Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.M.2HS.49Explain and use the relationship between the sine and cosine of complementary angles.M.2HS.5Use the relation i^2 = –1 and the commutative, associative and distributive properties to add, subtract and multiply complex numbers.M.2HS.50Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.M.2HS.51Prove the Pythagorean identity sin^2(θ) + cos^2(θ) = 1 and use it to find sin(θ), cos (θ), or tan (θ), given sin (θ), cos (θ), or tan (θ), and the quadrant of the angle.M.2HS.52Prove that all circles are similar.M.2HS.53Identify and describe relationships among inscribed angles, radii and chords. Include the relationship between central, inscribed and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.M.2HS.54Construct the inscribed and circumscribed circles of a triangle and prove properties of angles for a quadrilateral inscribed in a circle.M.2HS.55Construct a tangent line from a point outside a given circle to the circle.M.2HS.56Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.M.2HS.57Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.M.2HS.58Derive the equation of a parabola given the focus and directrix.M.2HS.59Use coordinates to prove simple geometric theorems algebraically. (e.g., Prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2).)M.2HS.6Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract and multiply polynomials.M.2HS.60Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle and informal limit arguments.M.2HS.61Use volume formulas for cylinders, pyramids, cones and spheres to solve problems. Volumes of solid figures scale by k^3 under a similarity transformation with scale factor k.M.2HS.7For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.M.2HS.8Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. (e.g., If the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.)M.2HS.9Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.M.2HS.AFAnalyze functions using different representations.M.2HS.APApplications of ProbabilityM.2HS.BFBuild a function that models a relationship between two quantities.M.2HS.BFFBuild new functions from existing functions.M.2HS.CCircles With and Without CoordinatesM.2HS.CCConstruct and compare linear, quadratic, and exponential models and solve problems.M.2HS.EEExpressions and EquationsM.2HS.ENSExtending the Number SystemM.2HS.QFMQuadratic Functions and ModelingM.2HS.SRTTSimilarity, Right Triangle Trigonometry, and Proof
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