Running head: SECONDARY II CURRICULUM TIMELINE 1

Curriculum Timeline

Content Area: Math

Grade: 10

Class: Secondary Math II

Aria Cederlof
SECONDARY II CURRICULUM TIMELINE 2

Table of Contents

Unit 0: Community (1 week) .....................................................................................3

Unit 1: Exponents and Number Systems (2 weeks) ..................................................4

Unit 2: Algebraic Expressions (4 weeks) ...................................................................5

Unit 3: Equations and Inequalities (4 weeks) ............................................................6

Unit 4: Trigonometry (4 weeks) .................................................................................8

Unit 5: Functions (6 weeks) .....................................................................................10

Unit 6: Euclidean Geometry (5 weeks)....................................................................12

Unit 7: Analytical Geometry (2 weeks) ...................................................................13

Unit 8: Statistics and Probability (5 weeks).............................................................14

Unit 9: Measurements (3 weeks) .............................................................................15

SECONDARY II CURRICULUM TIMELINE 3

Unit 0: Community (1 week)

Standards
SII.MP.4: Model with mathematics.
SII.MP.5: Use appropriate tools strategically.
SII.MP.7: Look for and make use of structure.

Understandings:
Everyone makes mistakes and these mistakes form new connections in our brains.
Mathematicians work together to solve problems and facilitate learning.

Essential Questions:
How does a strong community make math a stronger subject?

Assessments:
Informal formative assessment based on observation of student interaction.

Learning Activities:
Name Game – Students repeat their names a few times, then bring out a plush ball. Students
must throw the ball to each other but must say another student’s name before they throw it to
them. The goal is to build up speed to go as fast as possible.
Nice to Sweet You – Students blindly draw m&m’s from a cup. Whatever color they drew
indicates a particular prompt they should respond to. For example, if Erik draws a blue m&m, he
should answer something that he learned over the summer.
How to be a Good Friend – Students will come up with three characteristics of good friends.
They will boil down the responses into big ideas and we will create classroom rules based on
these characteristics. Students will be able to add input into the rules, adding or removing any, or
making them more specific as needed.

Resources:
Thank You for Being a Friend – This song will be used as a jumpstart to the “How to Be a
Good Friend” activity. My intent is to get students to wind down at the beginning of class and get
them thinking about friendship.

Mistakes Grow Your Brain – This article discusses research done by psychologist Jason Moser
which shows that making mistakes, whether we are conscious of them or not, grows our brains.
This is especially important in math, where parents and students believe that there is no room for
error, that math is so methodical that you can’t make mistakes, and that your math grade is a
determinant of your overall intelligence. This shows that students benefit from making mistakes,
which will push them toward the class understandings.
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Unit 1: Exponents and Number Systems (2 weeks)

Standards
N.RN.1: Explain 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.
N.RN.3: Explain 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. Connect to physical situations.
N.CN.1: Know there is a complex number i such that i2 = –1, and every complex number has the form a
+ bi with a and b real.
N.CN.2: Use the relation i2 = –1 and the commutative, associative, and distributive properties to add,
subtract, and multiply complex numbers. Limit to multiplications that involve i2 as the highest
power of i.

Understandings:
Sometimes we have to construct a new system to help us solve problems.

Essential Questions:
Why do we have different number systems?

Assessments:
Always? Sometimes? Never? – Students will make a short video as if they are explaining the
rationality of sums and products of (ir)rational numbers to a new student. This information should
come from their “Always? Sometimes? Never?” activity sheet.

Learning Activities:
Always? Sometimes? Never? – Students will complete a worksheet. The worksheet will have
three columns; the first column is for students to evaluate their current understandings of the
sums and products of rationals and irrationals. The second column is for students to fill out as
they discuss the problem with a small group, and the third column is for them to make notes on a
student-led discussion about the sums and products.

𝒊 Have the Power! – Students will work together to solve 𝑖 195. When each pair has an answer,
they will compare with another group of two to see who has the most efficient answer. Every
group of four will then present their method to the class, and the students will vote on the most
efficient way of solving the problem.

Resources:
Imaginary Numbers are Real – This video offers a thorough introduction into the imaginary
numbers. The video provides some history on imaginary numbers and answers some of the
questions students will have. Plus, it has excellent, eye-catching images that will help students
stay focused.

You Are Irrational (Love Song for a #) – This video is a silly song that explains some of the
properties of irrational numbers and provides a couple examples. Lyrics are written on the screen
to help students follow along. The chorus is repeated many times, and the definition of irrational
numbers is even included as a bridge.
SECONDARY II CURRICULUM TIMELINE 5

Unit 2: Algebraic Expressions (4 weeks)

Standards:
N.RN.2: Rewrite expressions involving radicals and rational exponents using the properties of exponents.
A.SSE.1: Interpret quadratic and exponential expressions that represent a quantity in terms of its context.
A.SSE.2: Use the structure of an expression to identify ways to rewrite it.
A.SSE.3: Choose and produce an equivalent form of an expression to reveal and explain properties of the
quantity represented by the expression.
A.APR.1: Understand that polynomials form a system analogous to the integers.

Understandings:
Expressions can be rewritten in multiple ways.

Essential Questions:
Why do we use variables?
When are algebraic and numeric expressions used?

Assessments:
Is the Customer Right? – Students must decide if a customer saves more money by applying tax
first and then a discount or vice versa. Students then must decide whether this depends on the
values and percentages by creating an expression or diagram.

Learning Activities:
Chernobyl – Students will practice rewriting expressions to show they are the same expression
and will note what parts of the problem each expression highlights. This task will be completed in
groups of four so that each person may take on one expression each. The activity focuses on using
expression forms to highlight different aspects of radioactive material’s decay rate.

In groups of four, students will practice rewriting expressions to find that they are all equivalent, but each
expression highlights a different aspect of the decay of a radioactive substance. Students will learn that
they can rearrange expressions to identify important values.

Match – Students will be given a list of unsimplified expressions and a list of the same
expression simplified. Students must match the expressions to their simplified versions.

Resources:
Chernobyl Teaser Trailer – This trailer is intended to catch student interest in the Chernobyl
activity by showing them a clip of a show they have likely seen about an event they likely have
background knowledge on. This will provide a real-world context for the expressions they will
work with in the Chernobyl activity.

Simplifying Rational Expressions – This video gives an introduction to simplifying rational

expressions. This video is useful in that it begins with a concept they are very familiar with:
fractions. However, this video would require a lot of pausing and extra explaining, though it
provides good examples and students can watch it again at home.
SECONDARY II CURRICULUM TIMELINE 6

Unit 3: Equations and Inequalities (4 weeks)

Standards:
A.CED.1: Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear and quadratic functions, and simple rational and exponential
functions.
A.CED.2: Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales.
A.CED.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving
equations; extend to formulas involving squared variables.
A.REI.4: Solve quadratic equations in one variable.
A.REI.7: Solve a simple system consisting of a linear equation and a quadratic equation in two variables
algebraically and graphically.
Understandings:
Equations can model real-life events.
Equations simplify the process of problem-solving.
Modeling relationships between variables is key to understanding world issues.

Essential Questions:
How can a variable transform itself?
How do we translate verbal ideas into the language of mathematics?

Assessments:
Choose Your Own Adventure – Students will write a word problem(s) based on linear or
quadratic functions, simple rational or exponential functions, or inequalities. Students will then
make a poster with their word problem(s) and how the problem can be solved by graphing and by
solving the equation.

Learning Activities:
Standard, Intercept, Vertex – Students will use their knowledge of simplifying and rewriting
expressions to rewrite quadratic equations into the three forms. Students will identify what they
can learn from each equation form.

Braking Distance – Students will complete a task that shows them a real-world context for
quadratic equations of one variable and their corresponding graphs. The task requires them to
solve the equation for several values and create a graph to help them make better approximations
of their speed at any point while braking.

Word – Students will solve several word problems with a partner. The worksheet will also
include half-finished word problems that require students to ask the question based on the
examples they have worked with. Different parts of each question will be missing to help them
become comfortable with writing their own word problems.

Resources:
Math Key Words – This document is a list of key words that identify mathematical
operations. Students can use these when completing the word problems.
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Vertex Form Song – This video is a ridiculous, student-created song that just lists the
vertex form of a quadratic equation. It would be used as a jumpstart into the three
different forms of quadratic equations due to the silly editing and lack of genuine content.

Desmos – This website is a free, online graphing calculator that students can use to graph
their functions. Students can enter multiple equations at a time to see how they overlap.
This will allow them to investigate the different parts of an equation or show how the
three forms of a quadratic function are equivalent.
SECONDARY II CURRICULUM TIMELINE 8

Unit 4: Trigonometry (4 weeks)

Standards:
G.CO.10: Prove theorems about triangles.
F.TF.8: Prove the Pythagorean identity sin2(θ) + cos2(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.
G.SRT.3: Use the properties of similarity transformations to establish the AA criterion for two triangles
to be similar.
G.SRT.4: Prove theorems about triangles.
G.SRT.5: Use congruence and similarity criteria for triangles to solve problems and to prove
relationships in geometric figures.
G.SRT.6: Understand 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.
G.SRT.7: Explain and use the relationship between the sine and cosine of complementary angles.
G.SRT.8: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied
problems.

Understandings:
Many shapes can be broken into triangles to solve problems.
Congruence must be demonstrated rather than assumed.

Essential Questions:
How are the x and y coordinates related to the angles and their trigonometric values?
How is trigonometry used to find unknown values?

Assessments:
Flood Lights – Students will attempt to calculate the length of shadows cast by floodlights using
similar triangles for homework. In class students will work in small groups to examine examples
of solutions, critiquing the method used and coming up with a group solution. Students will then
attempt to fix up their own solutions and offer advice to future students on how best to solve the
problem.

Learning Activities:
Access Ramp – Students will create an access ramp that is ADA compliant and include pricing
based on local costs of materials. This will require use of angles, slope, and properties of
triangles.

Ask the Pilot – Students will read an article from an airline magazine in which a pilot answers
how far we can see from 30,000; 35,000; and 40,000 feet. They will create an equation for the
answer, create their own model, and compare their answer to the pilot’s. Students will then
identify what assumptions the pilot made in their answer to simplify the work.

Resources:
Two Column Proofs – This video offers one method for conducting geometric proofs. This
method is good for students because they can write down the pieces they put together on one side
and the reason we can make that step on the other. This solves one of the major problems that
students have in proving geometric theorems: making steps without reasoning.

Distance to the Horizon – This website has a calculator that can let students investigate other
heights after they have already solved the problem. It also offers one explanation for the how the
SECONDARY II CURRICULUM TIMELINE 9

formula works and the diagram that they created based on the problem. Students can compare
their answers to this website and see which is better or if they are the same.
SECONDARY II CURRICULUM TIMELINE 10

Unit 5: Functions (6 weeks)

Standards:
F.IF.4: For 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.
F.IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship
it describes. Focus on quadratic functions; compare with linear and exponential functions.
F.IF.6: Calculate 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.
F.IF.7: Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.
F.IF.8: Write a function defined by an expression in different but equivalent forms to reveal and explain
different properties of the function.
F.IF.9: Compare properties of two functions, each represented in a different way (algebraically,
graphically, numerically in tables, or by verbal descriptions). Extend work with quadratics to
include the relationship between coefficients and roots, and that once roots are known, a quadratic
equation can be factored.
F.BF.1: Write a quadratic or exponential function that describes a relationship between two quantities.
F.BF.3: Identify 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.
F.LE.3: Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a
quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

Understandings:
Unknowns are an important part of problem-solving.

Essential Questions:
What strategies can be used to solve for unknowns in algebraic equations?
What is the unknown?

Assessments:
Quacky Quadratics – Students will practice matching graphs to quadratic equations and
explaining how they got their answers. They will then work in partners to practice more
matching, practicing rewriting equations in different forms to help them match faster. Students
will reflect on their individual work and come up with at least one other way they could match the
equations to their graphs.

Learning Activities:
Math and Bunnies – Students will solve for the maximum area of a pen built for a rabbit using
72 feet of material. They will fill out a table of possible areas given certain widths or lengths.
Using the table, students will create a function to find the maximum and minimum area and graph
it using Desmos.

The Tortoise and the Hare – Students will compare functions to see which accelerate faster.
They will then check their understanding of functions by identifying whether a graph or table
represents a function or not, and how they would fix it if it does not. Students will also practice
identifying the domain and range of various graphs.
SECONDARY II CURRICULUM TIMELINE 11

Resources:
Applications of Quadratics – This video gives some reasoning behind popular math questions
based on functions. The art is simplistic instead of distracting, and there are captions offered for
students who are hard of hearing/Deaf.

Matching a Polynomial to Its Graph – This video offers a short peek into how to match
polynomials to their graphs. This is useful for students who may need a review on functions and
tables and graphs and how they are related. It also offers some of the shortcuts mathematicians
use to match functions and graphs such as degree of the polynomial.
SECONDARY II CURRICULUM TIMELINE 12

Unit 6: Euclidean Geometry (6 weeks)

Standards:
G.GPE.1: Derive 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.
G.GPE.6: Find the point on a directed line segment between two given points that partitions the segment
in a given ratio.
G.C.1: Prove that all circles are similar.
G.C.2: Identify and describe relationships among inscribed angles, radii, and chords.
G.C.3: Construct the inscribed and circumscribed circles of a triangle and prove properties of angles for a
quadrilateral inscribed in a circle.
G.C.4: Construct a tangent line from a point outside a given circle to the circle.
G.C.5: Derive 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.
G.SRT.1: Verify experimentally the properties of dilations given by a center and a scale factor.
G.SRT.2: Given 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.
G.CO.11: Prove theorems about parallelograms.

Understandings:
Geometry and art are related by the symmetry of shapes.

Essential Questions:
How can I put shapes together and take them apart to make new shapes?

Assessments:
Students will make a short video teaching a new student how to decide if two angles, triangles,
quadrilaterals, and circles are the same.

Learning Activities:
Bank Shot! – This activity requires students to use the fact that when an object bounces off a
wall, the angle of incidence equals the angle of reflection. This will support students’ intuition
about making bank shots in hockey or pool. They will calculate where the ball should hit the wall
in order to land in whichever hole they’d like to aim for and prove that the incidence and
reflection angles are equivalent.

Live Early or Di(e) Late – Students will practice dilations and proofs in this activity. Students
will dilate a crime-scene photo of a chalk outline to see more detailed photos of small objects.
They will practice solving a crime and must prove why the criminal is guilty using their
geometric proofs.

Resources:
Geogebra – This website is a graphic website that allows students to graph things in 3D and
move their graphs around to get a clearer picture. Students will use this to dilate their image and
finding coordinate points of the dilation.

This is a worksheet students can practice dilations with. Problems include finding the center of
dilation and the factor of dilation.
SECONDARY II CURRICULUM TIMELINE 13

Unit 7: Analytical Geometry (2 weeks)

Standards:
G.GPE.4: Use coordinates to prove simple geometric theorems algebraically.
G.GPE.6: Find the point on a directed line segment between two given points that partitions the segment
in a given ratio.
G.CO.9: Prove theorems about lines and angles.

Understandings:
Real-world problems can be solved with planar geometry.

Essential Questions:
How are right-triangles used to measure indirectly?

Assessments:
Shopping Trip – Students will create four errand paths they have to run, each with two
destinations, where they start at the school. Graphing these points, students will assign coordinate
values to the school and two of their destinations. They will then solve for the coordinates of their
other destinations by using the proportionality of triangles.

Learning Activities:
Workin’ Yard or Yardly Workin’? – Students will practice calculating the mid-points of lines
on an xy-plane using triangles to discover the midpoint formula. Students will apply this math to
creating their dream backyard with planter boxes and garden areas. Students will map out areas of
their backyard that will be dug up for flowerbeds or gardens and find the midpoint/other point
between to stakes where another must be placed.

180 – Students will complete a bridge-building activity in which they must build a
toothpick/popsicle stick bridge and find the best angles between intersecting supports. Students
will compete to see whose bridge is the strongest, helping them identify which angles create the
strongest structure. Students will then calculate all angles of the winning bridge using their proof
strategies.

Resources:
How Trusses Behave – This video teaches students how force is transferred in trusses and shows
technology that can be used to model these forces. It also discusses what happens when you
change the diagonals of a bridge, which will directly apply to the 180 activity.

Distance, Slope, and Midpoint Song – This song relates distance, slope, and midpoints, all of
which have similar equations but that students do not typically relate. This song will be used as a
jumpstart to get students focused on lines.
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Unit 8: Statistics and Probability (6 weeks)

Standards:
S.ID.5: Summarize categorical data for two categories in two-way frequency tables. Interpret relative
frequencies in the context of the data (including joint, marginal, and condition relative
frequencies). Recognize possible associations and trends in the date.
S.CP.1: Describe 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”).
S.CP.4: Construct 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.
S.CP.5: Recognize and explain the concepts of conditional probability and independence in everyday
language and everyday situations.
S.CP.6: Find 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.

Understandings:
Statistics must be viewed critically so that they do not distort or mislead.
Modeling relationships between variables is key to understanding world issues.

Essential Questions:
How do you collect data?
How does the type of data influence the choice of graph?

Assessments:
Students will investigate two categorical variables and survey their peers. Students will create a
presentation demonstrating why their variables are important, whether their variables are
(in)dependent and thus if there is a possible association and calculate three conditional
probabilities. Students will create a two-way frequency table to represent their data.

Learning Activities:
Deal or No Deal? – Students will learn about probability using the game “Deal or No Deal”. One
student will play the contestant, one the banker, and one the statistician to provide statistics on the
game to the audience as it is played.

How Do You Get to School? – Students will create a frequency table using various modes of
transportation as their variables. They will survey other students in their classes to collect some
data and calculate percentages of students who come to school by bus, car, walking, etc. This
activity will build up to two-way tables.

Resources:
Deal or No Deal? – This video shows an example of a contestant winning $1 million. This shows
the rules of the game and will serve to excite students to play the game.

This website provides instructions on how to extend the school activity to a two-way table. It also
provides examples of variables to use. Others may include gender (depending on the class), birth
month, shoe size, etc.
SECONDARY II CURRICULUM TIMELINE 15

Unit 9: Measurements (3 weeks)

Standards:
G.GMD.1: Give an informal argument for the formulas for the circumference of a circle, area of a circle,
volume of a cylinder, pyramid, and cone. Informal arguments for area formulas can make use of
the way in which area scale under similarity transformations: when one figure in the plane results
from another by applying a similarity transformation with scale factor k, its area is k2 times the
area of the first.
G.GMD.3: Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. Informal
arguments for volume formulas can make use of the way in which volume scale under similarity
transformations: when one figure results from another by applying a similarity transformation,
volumes of solid figures scale by k3 under a similarity transformation with scale factor k.

Understandings:
All volume is calculated by finding the area of a face.
Transformations can change an object’s position or its size.

Essential Questions:
How are the units of measure within a standard system related?

Assessments:
Glasses! – Students will bring in or be provided with odd-shaped glasses or other objects and
calculate the volume of liquids they could hold using generalized shapes. Students will make
posters detailing their process.

Learning Activities:
The Circle – This activity focuses on deriving the circumference and area formulas for the circle.
Students will need this formula to find the volume and surface area of cylinders or cones for their
Glasses assessment.

Drink Up – This activity extends The Circle by discussing the volume of a cone. Students have
to calculate how many paper cone cups they would have to use if they needed to drink 3L of
water before a doctor’s appointment. This requires that students know the volume of a cone and
how to apply the Pythagorean theorem when they have previously only applied it to 2D questions.
Resources:
Circumference of a Circle – This video shows a short explanation for the circumference of a
circle that will be helpful for review. Students can use this as a resource while working on their
Glasses assessment.

Proof that Pi Exists – This video explains one of the details that may hold students up in the
previous video: why we know pi is equal to the circumference divided by the diameter. This will
serve as a supplemental resource for students who need some enrichment beyond the given
material.