RESOURCES FOR ALGEBRA II
Course Syllabus
IXL Website
USATestPrep (See Mr. Craft for access code)
Online Textbook (See Mr. Craft for access code)
9-Weeks Study Guides
Optional Graphing Calculator Apps...
‣GraphNCalc83 for iPhones - Similar to the TI-83 Plus - \$5.99
‣Desmos Graphing Calculator for iPhones - Free
‣Desmos Graphing Calculator for Android Phones
‣Desmos for Windows

Click on each term to view additional resources!

The Real Number System (N-RN): Use properties of rational and irrational numbers
N-RN.3 Explain why: the sum or product of two rational numbers is rational; the sum of a rational number and an irrational number is irrational; and the product of a nonzero rational number and an irrational number is irrational.
Textbook: CB 1-6
IXL , Pre-Calculus Module: Q.1, Q.2, Q.3,
The Real Number System (N-Q): Reason quantitatively and use units to solve problems
N-Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.*
Textbook: 2-5, CB 2-5, 2-6, 2-7, 4-4, 5-7, 12-2, 12-4
IXL , Algebra I Module: C.7, E.1, E.2, E.3
IXL , Geometry Module: A.2, W.1, W.2, W.3
The Real Number System (N-Q): Reason quantitatively and use units to solve problems
N-Q.2 Define appropriate quantities for the purpose of descriptive modeling.* [Refer to the Quantities section of the High School Number and Quantity Conceptual Category in the previous pages of this document.]
Textbook: CB 2-5, 2-6, 3-3, 4-5, 5-2, 12-3
IXL , Algebra I Module: C.7, J.10, U.15, X.5
IXL , Geometry Module: A.2
IXL , Algebra II Module: B.2, E.11, S.12, S.13
IXL , Pre-Calculus: F.16, F.17

•Coming Soon
The Real Number System (N-Q): Reason quantitatively and use units to solve problems
N-Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.*
Textbook: 2-10, 6-4, 9-5, 9-6
IXL , Algebra I Module: E.4, E.5, E.6, E.7, E.8
IXL , Geometry Module: W.4, W.5, W.6, W.7, W.8

•Coming Soon
Seeing Structure in Expressions (A-SSE): Interpret the structure of expressions
A-SSE.1a Interpret expressions that represent a quantity in terms of its context.* Interpret parts of an expression, such as terms, factors, and coefficients.
Textbook: 1-1, 1-2, 1-7, 4-5, 4-7, 5-3, 5-4, 7-7, 7-8, 8-5, 8-6, 8-7, 8-8, 9-5
IXL , Algebra I Module: Z.1
IXL , Algebra II Module: K.1
Seeing Structure in Expressions (A-SSE): Interpret the structure of expressions
A-SSE.1b Interpret expressions that represent a quantity in terms of its context.* Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.
Textbook: 3-7, 4-7, 7-7, 8-6, 8-7, 8-8, 9-5
IXL , Algebra II Module: I.4
IXL , Pre-Calculus Module:D.14
Creating Equations (A-CED): Create equations that describe numbers or relationships
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.*
Textbook: 1-8, 2-1, 2-2, 2-3, 2-4, 2-5, 2-7, 2-8, 3-2, 3-3, 3-4, 3-6, 3-7, 3-8, 9-3, 9-4, 9-5, 9-6, 11-5
IXL , Algebra I Module: I.4, J.1, J.2, J.10, K.2, K.13, O.3, O.5
IXL , Geometry Module: A.5
IXL , Algebra II Module: B.2, C.2
Creating Equations (A-CED): Create equations that describe numbers or relationships
A-CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.*
Textbook: 6-4, 6-5, 9-8
IXL , Algebra I Module: T.4, U.3, U.9, U.11, U.13, U.15
IXL , Algebra II Module: C.3, E.3, E.7, E.9, E.11
IXL , Pre-Calculus Module: I.2, I.5, I.7
Creating Equations (A-CED): Create equations that describe numbers or relationships
A-CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.*
Textbook: 2-5, 9-3
IXL , Algebra I Module: I.8, O.4
IXL , Algebra II Module: B.6
Reasoning with Equations and Inequalities (A-REI): Understand solving equations as a process of reasoning and explain the reasoning
A-REI.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
Textbook: 2-2, 2-3, 2-4, 2-5, 9-5
IXL , Algebra I Module: H.4, J.7
IXL , Algebra II Module: B.3

•Coming Soon
Reasoning with Equations and Inequalities (A-REI): Solve equations and inequalities in one variable
A-REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
Textbook: 2-1, 2-2, 2-3, 2-4, 2-5, 2-7, 2-8, 3-2, 3-3, 3-4, 3-5, 3-6
IXL , Algebra I Module: I.8, J.1, J.2, J.3, J.4, J.5, J.6, J.7, J.10, J.11, K.3, K.4, K.5, K.6, K.8, K.10, K.14
IXL , Geometry Module: A.6, A.7
IXL , Algebra II Module: B.1, B.2, C.4
Interpreting Functions (F-IF): Understand the concept of a function and use function notation
F-IF.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
Textbook: 4-6
IXL , Algebra I Module: Q.2, Q.3, Q.4, Q.5, Q.6, Q.9, Q.10, X.4, DD.4, FF.3
IXL , Algebra II Module: D.1, D.2, D.4, D.5, L.12, S.1
IXL , Pre-Calculus Module: A.1, A.2, A.4, A.5, F.1, G.1
Interpreting Functions (F-IF): Understand the concept of a function and use function notation
F-IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
Textbook: 4-6
IXL , Algebra I Module: Q.6, Q.7, Q.8, Q.10, X.1, BB.2, DD.1, FF.1
IXL , Algebra II Module: D.3, D.4, D.5, J.2, S.2
IXL , Pre-Calculus Module: A.3, A.4, A.5
Interpreting Functions (F-IF): Interpret functions that arise in applications in terms of the context
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. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.*
Textbook: 4-2, 4-3, 5-3, 5-4, 5-5, 7-6, 7-7, 9-1, 9-2, 9-7, 11-7
IXL , Algebra I Module: R.1, R.2, R.3, R.6, S.2, S.5, S.6, S.13, S.17, S.20, S.23, X.2, BB.1, BB.4, CC.1, CC.2, DD.2, GG.1
IXL , Geometry Module: E.2, E.3, E.5
IXL , Algebra II Module: D.6, D.7, J.1, J.3, J.11, K.14, N.1, Q.3, Q.5, S.3
IXL , Pre-Calculus Module: A.6, A.7, C.1, C.2, C.3, C.4, D.11, E.1
Interpreting Functions (F-IF): Interpret functions that arise in applications in terms of the context
F-IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, 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.*
Textbook: 4-4, 7-6, 9-1, 11-6
IXL , Algebra I Module: X.3, DD.3, DD.4, FF.2, FF.3
IXL , Algebra II Module: D.1, L.12, S.1
IXL , Pre-Calculus Module: A.1, F.1, G.1
Interpreting Functions (F-IF): Interpret functions that arise in applications in terms of the context
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.*
Textbook: 5-1, CB 9-2
IXL , Algebra I Module: R.2, S.2, S.3, S.5
IXL , Geometry Module: E.2
IXL , Algebra II Module: D.6, D.10
IXL , Pre-Calculus Module: A.6, A.10
Interpreting Categorical and Quantitative Data (S-ID): Summarize, represent, and interpret data on a single count or measurement variable
S-ID.1 Represent and analyze data with plots on the real number line (dot plots, histograms, and box plots).*
Textbook: 12-2, 12-4
IXL , Algebra I Module: N.2
Interpreting Categorical and Quantitative Data (S-ID): Summarize, represent, and interpret data on a single count or measurement variable
S-ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.*
Textbook: 12-3, CB 12-3, 12-4
IXL , Algebra I Module: KK.2, KK.3, KK.6, KK.7
IXL , Algebra II Module: EE.2
IXL , Pre-Calculus Module: Z.2
Interpreting Categorical and Quantitative Data (S-ID): Summarize, represent, and interpret data on a single count or measurement variable
S-ID.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).*
Textbook: 12-3
IXL , Algebra I Module: N.5, KK.4, KK.5
IXL , Algebra II Module: EE.3, EE.4
IXL , Pre-Calculus Module: Z.3, Z.4

Coming Soon!

Coming Soon!

Coming Soon!