This discipline complements and expands the mathematical
content and concepts of
Algebra I and geometry. Students who master Algebra II will gain experience with
solutions of problems in various content areas, including the solution of
systems of quadratic
equations, logarithmic and exponential functions, the binomial theorem , and the complex number system.
Note: The sample
the standards and
are written to help
clarify them. Some
problems are written
in a form that can be
used directly with
students; others will
need to be modified
before they are
used with students.
2.0 Students solve systems of linear equations and inequalities (in two
variables) by substitution, with graphs, or with matrices.
Draw the region in the plane that is the solution set for the
(x - 1)(x + 2y) > 0.
3.0 Students are adept at operations on polynomials, including long
Divide x4- 3x2 + 3x by x2+ 2.
Write the answer in the form:
4.0 Students factor polynomials representing the difference of squares,
square trinomials, and the sum and difference of two cubes.
5.0 Students demonstrate knowledge of how real and complex numbers are
both arithmetically and graphically. In particular, they can plot
numbers as points in the plane.
6.0 Students add, subtract , multiply, and divide complex numbers.
7.0 Students add, subtract, multiply, divide, reduce, and evaluate
rational expressions with monomial and polynomial denominators and simplify
complicated rational expressions , including those with negative
in the denominator.
8.0 Students solve and graph quadratic equations by factoring,
square, or using the quadratic formula. Students apply these techniques
solving word problems. They also solve quadratic equations in the
In the figure shown below, the area between the two squares is 11
inches. The sum of the perimeters of the two squares is 44 inches. Find
length of a side of the larger square. (ICAS 1997)
9.0 Students demonstrate and explain the effect that changing a
coefficient has on
the graph of quadratic functions; that is, students can determine how
of a parabola changes as a, b, and c vary in the equation y = a(x-b)2+
10.0 Students graph quadratic functions and determine the maxima,
zeros of the function.
Find a quadratic function of x that has zeros at x = -1 and x = 2.
Find a cubic
equation of x that has zeros at x = -1 and x = 2 and nowhere else. (ICAS
11.1 Students understand the inverse relationship between exponents and
logarithms and use this relationship to solve problems involving
logarithms and exponents.
11.2 Students judge the validity of an argument according to whether the properties of real numbers, exponents, and logarithms have been
applied correctly at each step.
12.0 Students know the laws of fractional exponents, understand
functions, and use these functions in problems involving exponential
The number of bacteria in a colony was growing exponentially. At 1
yesterday the number of bacteria was 100, and at 3 p.m. yesterday it was
How many bacteria were there in the colony at 6 p.m. yesterday? (TIMSS)
13.0 Students use the definition of logarithms to translate between
14.0 Students understand and use the properties of logarithms to
numeric expressions and to identify their approximate values.
Find the largest integer that is less than:
15.0 Students determine whether a specific algebraic statement involving
expressions, radical expressions , or logarithmic or exponential
sometimes true, always true, or never true.
16.0 Students demonstrate and explain how the geometry of the graph of a
section (e.g., asymptotes, foci, eccentricity) depends on the
coefficients of the
quadratic equation representing it.
17.0 Given a quadratic equation of the form ax2 + by2
+ cx + dy + e = 0, students can
use the method for completing the square to put the equation into
form and can recognize whether the graph of the equation is a circle ,
parabola, or hyperbola. Students can then graph the equation.
Does the origin lie inside, outside, or on the
geometric figure whose equation is
x2 + y2 - 10x + 10y - 1 = 0? Explain your
reasoning. (ICAS 1997)
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