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Connecticut

Mathematics

Curriculum

Framework

McDougal Littell

Algebra 2 ©2008

correlated to the

Connecticut

Mathematics Curriculum Framework

functional relationships can be represented and analyzed using a variety of

strategies, tools and technologies.

1.1 Understand and describe patterns and functional relationships.

1.1.a Model real-world situations and make generalizations about mathematical

relationships using a variety of patterns and functions.

1.1.a(1) Describe and compare properties 236-243, 337-345, 370-377, 379-386,

and classes of functions, including 387-392, 428-434, 446-451, 478-485,

exponential, polynomial, rational, 486-491, 492-498, 499-505, 558-563,

logarithmic and trigonometric. 565-571, 852-858, 866-872, 908-914,

915-922

1.1.a(2) Analyze essential relations in a 19-20, 23-24, 29, 31-32, 34-39, 54, 57,

problem to determine possible functions 100, 103-104, 108, 110-111, 115, 119-

that could model the situation. 120, 125, 128-129, 134, 137-138, 155,

157-158, 162, 165-166, 170, 172-173,

181, 189, 192, 198, 200-201, 204, 208-

209, 213, 215-216, 239, 242-243, 246-

247, 250-251, 254, 257-258, 261, 262,

264-265, 268-271, 287, 290-291, 295,

298-299, 311, 314, 331, 340, 343-344,

348, 351-352, 356, 358-361, 365, 367-

368, 373, 376-377, 389, 391-392, 394-

399, 421, 426-427, 447, 450-451, 480,

488, 494, 500, 528, 529-536, 552-553,

556-557, 560, 562-563, 567, 569-571,

589, 592, 594-595, 774-781, 910, 913-

914, 918, 921-922, 927, 929-930, 941-

947

1.1.a(3) Explore conic sections and their 620-625, 626-632, 634-639, 640, 641,

applications graphically and symbolically. 642-648, 650-657, 658-664, 665-666,

667, 668, 669-672, 673, 674-675, 676-

677

PE = Pupil’s Edition 1

McDougal Littell Algebra 2 ©2008 correlated to the

Connecticut Mathematics Curriculum Framework, 9-12 Extended

1.1.a(4) Solve problems involving 19, 23, 155, 170, 362-369, 431, 481, 483,

financial applications including compound 484, 485, 488, 494-495, 497, 525, 526-

interest, amortization of loans, and 527, 543, 679

investments.

1.1.a(5) Solve problems involving direct 107-111, 120 (Quiz #7-14), 140, 143,

and inverse variation. 145 (#14-17, 25-26), 550-557, 571 (Quiz

#1-4), 603, 607 (#1-6, 28), 876

1.1.a(6) Understand and use optimization 174-175, 239 (Example 5), 242-243, 389,

strategies, including linear programming. 391-392

sequences and asymptotic behavior of can be found on the following pages:

functions. 478-479, 486-487, 502, 558, 565, 642,

794, 918

1.2 Represent and analyze quantitative relationships in a variety of ways.

1.2.a Relate the behavior of functions and relations to specific parameters and

determine functions to model real-world situations.

1.2.a(1) Relate the graphical representation 73-79, 80-81, 82-88, 89-96, 98-104, 107-

of a function to its function family and find 111, 121, 123-129, 236-243, 245-251,

equations, intercepts, maximum or 308-315, 337-344, 370-377, 379-385,

minimum values, asymptotes and line of 387-392, 393-399, 446-451, 478-485,

symmetry for that function. 486-491, 492-498, 499-505, 558-563,

565-571, 620-625, 775-781, 908-914,

915-922, 941-947

1.2.a(2) Recognize the effect of changes in 123-129, 236-243, 245-251, 337-345,

parameters on the graphs of functions or 478-485, 486-491, 499-505, 558-563,

relations. 565-571, 915-922

1.2.a(3) Recognize that the slope of the A6-A7

tangent line to a curve represents the rate

of change.

1.2.a(4) Represent functions and relations Opportunities to address this standard

with polar coordinates and in the complex can be found on the following pages:

plane. 278-282, 860-865, 866-872, 873, 875-

880, 898-900, 901, 905, A2-A3, A4-A5

PE = Pupil’s Edition 2

McDougal Littell Algebra 2 ©2008 correlated to the

Connecticut Mathematics Curriculum Framework, 9-12 Extended

and solve problems.

1.3.a Use and extend algebraic concepts to include real and complex numbers, vectors

and matrices.

1.3.a(1) Determine equivalent 18-24, 26-32, 41-47, 50-58, 245-250,

representations of an algebraic equation or 252-258, 259-265, 266-271, 284-291,

inequality to simplify and solve problems. 300-307, 353-359, 393-399, 452-459,

515-521, 589-595, 598-600, 924-930,

931-937

1.3.a(2) Combine, compose and invert 428-435, 437-445, 464 (#1b, 4a, 7a), 467

functions. (Example 6.3, #20-23, Example 6.4, #24-

26), 469 (#17-30, 37a, 38), 470-471, 472

(#1b), 473 (#7, 9, 13, 16, 18-19), 499-

505, 830, 874, 875-880

1.3.a(3) Use logarithms, vectors and 187-193, 195-202, 203-209, 210-217,

matrices to solve problems. 218-219, 221, 224-226, 227, 228-229,

230-231, 232 (#34-41), 499-505, 507-

513, 515-521, 529-537, 538, 541, 1012,

1034

PE = Pupil’s Edition 3

McDougal Littell Algebra 2 ©2008 correlated to the

Connecticut Mathematics Curriculum Framework, 9-12 Extended

relationships can be expressed numerically in multiple ways in order to make

connections and simplify calculations using a variety of strategies, tools and

technologies.

2.1 Understand that a variety of numerical representations can be used to

describe quantitative relationships.

2.1.a Extend the understanding of number to include the set of complex numbers.

2.1.a(1) Compare and contrast the 1-9, 40 (#36-38), 16 (#68-69, Quiz: #1-3,

properties of numbers and number 4-6), 24 (#83-86), 61, 88 (#50-55), 275-

systems, including rational, real and 282, 281 (#69), 414-419, 420-421, 975,

complex numbers. 976, 978, 1010

2.1.a(2) Select and use an appropriate form 3-6, 10-17, 330-335, 334 (#49-50), 352

of number (integer, fraction, decimal, (#1-4), 402, 415-419, 420-427, 465-467,

ratio, percent, exponential, scientific 480-481, 483-485, 584, 594, 822, 852-

notation, irrational, complex) to solve 858, 976-977, 979, 980, 982-983, 989,

practical problems involving order, 1025

magnitude, measures, labels, locations and

scales.

2.1.a(3) Justify mathematical procedures 4 (#7-8), 6 (#17-22), 7 (#55), 68, 188,

and determine how they apply to invented 196-200, 271 (#42), 281 (#70-73), 391

operations using field properties (closure, (#32), 398 (#23), 418 (#59), 490 (#29),

associative, commutative, distributive, 512 (#71, 73), 550 (#1), 556 (#36), 748

identity and inverse). (#24), 819 (#2), A18-A19

2.1.a(4) Judge the effects of computations 10-17, 266, 275, 414-419, 421-427, 465,

with powers and roots on the magnitude of 466-468, 469 (#9-16), 507, 693-695,

results. 1034

2.2 Use numbers and their properties to compute flexibly and fluently, and to

reasonably estimate measures and quantities.

2.2.a Investigate mathematical properties and operations related to objects that are

not numbers.

2.2.a(1) Recognize vectors and matrices as 187-193, 195-202, A10-A11, A12-A13

systems that have some, but not all, of the

properties of real numbers.

2.2.a(2) Perform operations with complex 187-193, 194, 195-202, 203-209, 217

numbers, matrices, determinants and (Quiz #1-4), 224 (Example 3.5), 225, 227

logarithms. (#15-22), 275-282, 291 (Quiz #1-12),

320 (Example 4.6), 321 (#29-34), 323

(#16-18), 499-505, 507-513, 541

(Example 7.5, #25-31), 543 (#10-12, 16-

18)

PE = Pupil’s Edition 4

McDougal Littell Algebra 2 ©2008 correlated to the

Connecticut Mathematics Curriculum Framework, 9-12 Extended

visualized, measured and transformed using a variety of strategies, tools and

technologies.

3.1 Use properties and characteristics of two- and three-dimensional shapes and

geometric theorems to describe relationships, communicate ideas and solve

problems.

3.1.a Use methods of deductive and inductive reasoning to make, test and validate

geometric conjectures.

3.1.a(1) Recognize the relationships 1002-1003

between a conditional statement and its

converse, inverse and contrapositive.

3.1.a(2) Test the validity of logical 836-837, 1000-1001, 1002-1003

arguments.

3.1.a(3) Use deductive arguments, 836-837, 1000-1001

including direct and indirect proofs, to

develop an understanding of an axiomatic

approach to geometry.

3.1.b Explore non-Euclidean geometries.

3.1.b(1) Recognize that the familiar A22-A23

geometry of Euclid is based on a particular

set of axioms and that a different set of

axioms would lead to a different geometry.

3.2 Use spatial reasoning, location and geometric relationships to solve problems.

3.2.a Use a variety of coordinate systems and transformations to solve geometric

problems in two- and three-dimensions using appropriate tools and technologies.

3.2.a.(1) Visualize three-dimensional 63 (#31), 68 (#10), 334 (#40-42), 350

objects from different perspectives and (#48-51), 567, 572 (#2), 580 (#51-53),

analyze cross-sections, surface area and 649, 993

volume.

3.2.a(2) Use Cartesian, navigational, polar 204 (Example 2, Guided Practice 4), 208

and spherical systems to represent, analyze (#40-41), 209 (#45-46), 614-619, 620-

and solve geometric and measurement 625, 626-632, 634-639, 640, 641 (#1, 4-

problems. 6), 642-648, 650-657, 658-664, 667 (#1-

2, 4-6), 669-672, 673, 674-675

3.2.a(3) Represent translations, reflections, 202 (#45), 216 (#49), 988-989

rotations and dilations of plane figures

using sketches, coordinates, vectors,

function notation and matrices to examine

the effects of transformations and their

composites and to solve related geometric

problems.

PE = Pupil’s Edition 5

McDougal Littell Algebra 2 ©2008 correlated to the

Connecticut Mathematics Curriculum Framework, 9-12 Extended

3.3 Develop and apply units, systems, formulas and appropriate tools to estimate

and measure.

3.3.a Approximate measurements that cannot be directly determined with some degree

of precision using appropriate tools, techniques and strategies.

3.3.a(1) Use successive approximation, A8-A9

upper and lower bounds, and limits to

solve measurement problems.

3.3.a(2) Use properties of similarity and 852-853, 866-872, 941-947, 875-880,

techniques of trigonometry to make 881, 882-888, 889-894

indirect measurements of lengths and

angles to solve a variety of problems.

PE = Pupil’s Edition 6

McDougal Littell Algebra 2 ©2008 correlated to the

Connecticut Mathematics Curriculum Framework, 9-12 Extended

analyzed to make informed decisions using a variety of strategies, tools and

technologies.

4.1 Collect, organize and display data using appropriate statistical and graphical

methods.

4.1.a Model real data graphically using appropriate tools, technology and strategies.

4.1.a(1) Investigate and solve relevant 112, 113-120, 139 (#3, 6), 143 (Example

problems by designing statistical 2.6, #23), 145 (#18-19, 27), 146-147, 148

experiments and collecting, organizing, (#1, 4), 149 (#16), 308, 311-315, 323

displaying and analyzing data in tabular, (#32), 327 (#21), 528, 530-536, 537 (#1,

graphical and symbolic forms. 4), 744, 744-749, 774, 775-760, 781, 782

(#1, 5), 819, 1006-1009, A20-A21

4.1.a(2) Apply and defend regression 115-116, 117 (Guided Practice 4), 118

models for bivariate data and use them to (#10-15, 19-20), 119, 120 (Quiz #15),

formulate predictions. 139 (#6), 143 (Example 2.6, #23), 145

(#18-19, 27), 308, 311, 314 (#48-50),

323 (#32), 528, 530, 531 (Guided

Practice 4), 532, 533 (Example 6, Guided

Practice 9, #11-14), 534 (#23-26, 31),

535, 536 (#36), 537 (#1, 4), 542 (#38),

543 (#29), 547 (#21), 775-780, 781, 782

(#1, 5), 786 (Example 11.5, #23), 787

(#14), 791 (#17)

4.1.a(3) Recognize the limitations of 314 (#50c), 779 (#13d), 782 (#5a)

mathematical models based on sample data

as representations of real-world situations.

4.2 Analyze data sets to form hypotheses and make predictions.

4.2.a Describe and analyze sets of data using statistical models.

4.2.a(1) Determine statistical measures to 744-749, 750, 751-755, 756 (#1-2, 4-6),

describe univariate data. 784 (Example 11.1, #4-8), 785 (Example

11.2, #9-11), 787 (#1-3, 11), 790 (#1-2,

5-6, 9), 791 (#11-12, 16)

sampling methods and analyze the effects (#15)

of random versus biased sampling.

PE = Pupil’s Edition 7

McDougal Littell Algebra 2 ©2008 correlated to the

Connecticut Mathematics Curriculum Framework, 9-12 Extended

4.3.a Solve problems using the methods of discrete mathematics.

4.3.a(1) Understand and use permutations, 682-689, 690-697, 704 (#58-61), 705 (#1,

combinations, recursion and mathematical 6, 8), 734 (Example 10.1), 735 (#5-9,

induction to solve problems. 14), 737 (#1-8, 27), 740 (#1a), 741 (#8,

14), 826, 827-833, 836-837, 842

(Example 12.5, #32-38), 843 (#25-28),

846 (#2), 847 (#13, 20)

4.3.a(2) Solve problems using finite Not addressed in this text.

graphs.

4.3.b Make statistical inferences through the use of probability.

4.3.b(1) Explore the characteristics and 757-762, 780 (Quiz #1-3), 782 (#6-7),

applications of the normal distribution and 783, 785 (Example 11.3, #12-17), 787

standardized scores. (#4-6), 790 (#3-4), 791 (#10, 13)

4.3.b(2) Construct and interpret confidence A14-A15

intervals.

4.3.b(3) Explore a variety of statistical Opportunities to address this standard

tests such as chi-squares and t-tests and can be found on the following pages:

understand the meaning of hypothesis 763-765

testing.

4.3.b(4) Use relative frequency and A16-A17

expected values to represent and solve

problems involving uncertainty

PE = Pupil’s Edition 8

CT 62

5/2007

2008

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