Pre-AP Algebra 2 Instructional Planning

Guide
Teacher Sample
The goal of the instructional planning guide is to help you create a roadmap of the key instructional activities and assessments
you will use to design your course in alignment with the Pre-AP course framework and instructional principles. This sample
illustrates one way in which you might use the guide. Pre-AP National Faculty and educators with experience teaching Pre-AP
provided ideas for additional activities and resources that they might use alongside Pre-AP model lessons and formative
assessment to build their full course.

Using and Customizing Your Own Instructional Planning Guide:

 When planning additional lessons, consider how they support the Pre-AP course framework, areas of focus,
and shared principles. These three elements represent the key ingredients of aligning to Pre-AP.
 Take time to capture your reflections as you move through the course.


1
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Unit 1: Modeling with Functions

Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
1.1: Choosing Pre-AP Model Lesson 1.1:
A.SSE.1
~90 Appropriate Recognizing Linear, Quadratic, and Exponential 1.1.1
F.IF.4
Function Models Relationships
A.SSE.1
A.SSE.2
1.1: Choosing
Pre-AP Model Lesson 1.2: F.IF.4
~60 Appropriate 1.1.3, 1.1.4
Making Predictions with Linear Models F.IF.5
Function Models
F.IF.7
F.BF.1
A.SSE.1
1.1: Choosing A.SSE.2
Pre-AP Model Lesson 1.3:
~90 Appropriate 1.1.2, 1.1.3 F.IF.4
Evaluating the Appropriateness of a Linear Model
Function Models F.IF.7
F.BF.1
A.SSE.1
A.SSE.2
1.1: Choosing
Pre-AP Model Lesson 1.4: F.IF.4
~90 Appropriate 1.1.3, 1.1.4
Connecting Growth Factor to Percent Change F.IF.5
Function Models
F.IF.7
F.BF.1
A.SSE.1
A.SSE.2
1.1: Choosing
Pre-AP Model Lesson 1.5: F.IF.4
~75 Appropriate 1.1.3, 1.1.4
Modeling Nonlinear Data with Exponential Functions F.IF.5
Function Models
F.IF.7
F.BF.1
A.SSE.1
1.1: Choosing A.SSE.2
Pre-AP Model Lesson 1.6:
~45 Appropriate 1.1.1, 1.1.3 F.IF.4
Modeling Scenarios with Quadratic Functions
Function Models F.IF.7
F.BF.1

2
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
A.SSE.1
1.1: Choosing Pre-AP Model Lesson 1.7: A.SSE.2
~60 Appropriate Modeling Data with Quadratic Functions in Vertex 1.1.1, 1.1.3 F.IF.4
Function Models Form F.IF.7
F.BF.1
A.SSE.1
A.SSE.2
1.1: Choosing
Practice Performance Task: 1.1.1, 1.1.2, F.IF.4
~135 Appropriate
Modeling Bee Colony Collapse 1.1.3, 1.1.4 F.IF.5
Function Models
F.IF.7
F.BF.1
Learning Checkpoint 1
~45 1.1
This learning checkpoint can assess any of the learning
objectives from its associated key concepts.
1.2: Rate of Pre-AP Model Lesson 1.8: F.IF.4
~45 1.2.1
Change Understanding Rate of Change F.IF.6
1.2: Rate of Pre-AP Model Lesson 1.9: F.IF.4
~60 1.2.1, 1.2.2
Change Average Rate of Change F.IF.6
Performance Task
Counting Customers in the Grocery Store F.IF.4
~45 1.2 1.2.1, 1.2.2
F.IF.6
This performance task assesses learning objectives
addressed in the unit.
A.CED.3
F.IF.4
1.3: Piecewise- Pre-AP Model Lesson 1.10: F.IF.5
~45 1.3.1, 1.3.2
Defined Models Modeling with Piecewise-Defined Functions F.IF.7
F.IF.8
F.BF.1

3
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
Graphing the Absolute Value Function as a Piecewise
Function

Review with students how to solve absolute value

equations. If f is an absolute value function, then the
equation can have zero, one, or two
solutions. The values of x that are solutions to the
equation are the x-coordinates of the x-
intercepts of the graph of .

Use Desmos.com to have students practice

breaking absolute value graphs into pairs of linear
graphs. Students should recognize that the x-value F.IF.4
of the vertex of the graph denotes the domains on F.IF.5
1.3: Piecewise-
~45 which the pieces of the graph are defined. Be sure to 1.3.3 F.IF.7
Defined Models
include several different additive and multiplicative F.IF.8
transformations of the function as a preview of Key F.BF.1
Concept 2.2.

Debrief the lesson by asking questions about:

(a) how to determine where the vertex of the graph
occurs relative to the pieces
(b) how to describe the domain and range of a
piecewise function
(c) why the domains of the pieces cannot overlap at
the vertex
Students should start becoming familiar with both
interval and inequality notation.
Learning Checkpoint 2
~45 1.2 and 1.3
This learning checkpoint can assess any of the learning
objectives from its associated key concepts.
[add or remove rows as needed]

Reflections
What went well in this unit?
When were students most engaged during this unit?
How have students grown? What opportunities for growth stand out at this time?
What needs modification or differentiation next time?
4
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Unit 2: The Algebra of Functions

Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
A.CED.4
F.IF.4
2.1: Composing Pre-AP Model Lesson 2.1: 2.1.1, 2.1.2,
~110 F.IF.5
Functions Introduction to Function Composition 2.1.3
F.IF.8
F.BF.1
A.CED.4
Pre-AP Model Lesson 2.2: F.IF.4
~45 2.1 and 1.3 Function Composition with the Absolute Value 1.3.3, 2.1.2 F.IF.5
Function F.IF.8
F.BF.1

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Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
Vertical and Horizontal Translations Using an
Additive Transformation of f

Given a function f and a function ,

graph three functions , , and
. Have students compare the graphs to
observe that composition is not a commutative
operation; specifically, is a
horizontal translation, while is
a vertical translation.

Remind students that they investigated translations

in geometry and can apply their prior knowledge to
construct graphs of translated functions. For
example, if , we can describe each point
on the associated parabola in terms of a coordinate
p and a corresponding coordinate , represented
2.2: Transforming
~60 by the coordinate pair . If the 2.2.1 F.BF.3
Functions
transformation of this function is a translation 3
units to the right, then the coordinates of the new
point, the image of the point under the
transformation, is and the
transformed function can be expressed
algebraically as . If the
transformation is a translation 2 units down, then
the coordinates of the resulting point, the image of
the point under the transformation, are
and the transformed function can be expressed
algebraically as .

Debrief this activity by leading a discussion about

the patterns that students notice between vertical
and horizontal translations. Ask students to create
their own function transformations for other
students to interpret and graph.

6
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
~45 2.2: Transforming Vertical and Horizontal Dilations Using a 2.2.2 F.BF.3
Functions Multiplicative Transformation of f

Given a function f and a function , where

, graph three functions , ,
and . Have students observe that
composition is not a commutative operation;
specifically, is a horizontal
dilation, while is a vertical
dilation.

Remind students that they investigated dilations in

geometry and can apply their prior knowledge to
construct graphs of dilated functions. For example,
if , we can describe each point on the
associated parabola in terms of a coordinate p and
a corresponding coordinate , represented by the
coordinate pair . If the transformation of this
function is a horizontal dilation by a scale factor of
3, then the coordinates of the new point, the image

of the point under the transformation, are

and the transformed function can be expressed

algebraically as . If the transformation

is a vertical dilation by a scale factor of , then the

coordinates of the resulting point, the image of the

point under the transformation, are and

the transformed function can be expressed

algebraically as .

Debrief this activity by leading a discussion around

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Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
the patterns that students notice between vertical
and horizontal dilations. Have students practice
using compositions to convert units of measure of
an input or output quantity. For example, students
can convert a function, f, whose output is
expressed in feet, to a function whose output is
expressed in inches using the dilation . Ask
students to create and explain their own
transformations that can convert between different
units of measure.
Function Transformations

In this lesson students practice performing

transformations and engage in a discussion about
the order of the transformations.

For example, define a function f, and then give

students two functions such as and
. Ask them to plot the three
functions in the coordinate plane. Then define the
2.2: Transforming composite function and ask F.BF.1
~45 2.2.3
Functions the students if the order in which the F.BF.3
transformations are applied matters. In other
words, ask students if performing the
transformations in different orders results in
different output values. Students should see that
the order of operations affects the order of the
transformations.

Debrief this activity by having students practice

different combinations of function transformations
and observing how the results differ.
2.2: Transforming Practice Performance Task: 2.2.1, 2.2.2, F.BF.1
~45
Functions Using Transformations to Model a Lion's Location 2.2.3 F.BF.3
Learning Checkpoint 1
~45 2.1 and 2.2
This learning checkpoint can assess any of the learning
objectives from its associated key concepts.

8
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
2.3: Inverting Pre-AP Model Lesson 2.3: F.IF.5
~90 2.3.1, 2.3.2
Functions Inverting Operations F.LE.4
Making a Function Invertible by Restricting its
Domain

Start the lesson by showing students an input-

output table for a given function. Review that if a
function f has an inverse, , then
implies .

Have students practice graphing functions and their

inverses. Students may choose to plot inverses by
switching the x- and y-values of coordinates of
points on the graph or, equivalently, reflecting the
points across the line . Be sure to include an
example of a function whose domain must be
2.3: Inverting restricted so it is invertible.
~45 2.3.3 F.BF.4
Functions
Debrief the activity by leading a discussion about
the relationships between the domains and ranges
of a function and its inverse. Be sure to elicit that
the domain of a function is the range of its inverse
function and the range of a function is the domain
of its inverse function.

Provide students with a function, such as

, and ask if it is invertible. When they
conclude that it is not, ask them how they could
restrict its domain to make it invertible. You can
challenge students to determine multiple ways to
restrict the domain of a function so that it is
invertible.
2.3: Inverting Pre-AP Model Lesson 2.4: F.IF.4
~135 2.3.4, 2.3.5
Functions Introduction to Inverse Functions F.BF.4
Learning Checkpoint 2
~45 2.3
This learning checkpoint can assess any of the learning
objectives from its associated key concepts.

9
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
A.CED.4
Performance Task F.IF.4
Composite Functions and Inverse Functions 2.1.2, 2.1.3, F.IF.5
~45 2.1 and 2.3
2.3.4 F.IF.8
This performance task assesses learning objectives
addressed in the unit.
F.BF.1
F.BF.4
[add or remove rows as needed]

Reflections
What went well in this unit?
When were students most engaged during this unit?
How have students grown? What opportunities for growth stand out at this time?
What needs modification or differentiation next time?

10
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Unit 3: Function Families

Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
A.CED.3
3.1: Exponential A.CED.4
Pre-AP Model Lesson 3.1:
~60 and Logarithmic 3.1.1, 3.1.2 F.IF.7
Problem Set for Exponential Functions
Functions F.IF.8
F.BF.1
A.CED.3
A.CED.4
F.IF.4
3.1: Exponential F.IF.5
Pre-AP Model Lesson 3.2: 3.1.3, 3.1.4,
~125 and Logarithmic F.IF.7
Introduction to the Logarithm Function 3.1.5
Functions F.IF.8
F.BF.1
F.BF.4
F.LE.4
A.CED.3
A.CED.4
Pre-AP Model Lesson 3.3: F.IF.4
3.1: Exponential
Connecting Properties of Logarithms with F.IF.5
~150 and Logarithmic 3.1.3, 3.1.4
Transformations of the Graph of the Parent F.IF.7
Functions
Logarithm Function F.IF.8
F.BF.1
F.LE.4
3.1: Exponential F.IF.7
Pre-AP Model Lesson 3.4:
~90 and Logarithmic 3.1.4, 3.1.6 F.IF.8
Applications of Logarithmic Functions
Functions F.LE.4
A.CED.1
A.CED.2
Practice Performance Task:
1.1.1, 1.1.3, F.IF.4
~45 3.1 and 1.1 Modeling the Relationship Between Pressure and
3.1.3, 3.1.4 F.IF.8
Volume
F.BF.1
F.LE.4
Learning Checkpoint 1
~45 3.1
This learning checkpoint can assess any of the learning
objectives from its associated key concepts.

11
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
N.CN.7
N.CN.8
N.CN.9
A.SSE.1
A.SSE.2
3.2: Polynomial A.APR.3
Pre-AP Model Lesson 3.5: 3.2.1, 3.2.2,
~45 and Rational A.CED.2
A Field Guide to Polynomial Functions 3.2.3
Functions A.CED.4
F.IF.4
F.IF.5
F.IF.7
F.IF.8
F.BF.1

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Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
Perform Arithmetic with Complex Numbers

Review with students that the set of real numbers

is a subset of the set of complex numbers,
because every real number can be expressed as
. Have students practice adding, subtracting,
and multiplying complex numbers.

After developing a basic understanding of

operations with complex numbers, ask students to
provide an equivalent expression for a given
complex number, such as . Examples might

include: or . After
the class understands the task, divide students
into groups of three or four and have them N.CN.1
3.2: Polynomial perform this equivalent representation activity N.CN.2
and Rational with a different complex number. To make this 3.2.4 N.CN.7
Functions activity more engaging, have each group use only N.CN.8
one sheet of paper, with each student writing an N.CN.9
equivalent expression for the complex number
they are given and then passing the paper to the
next student in their group. This writing and
passing can continue within the group for 3
minutes. After time expires, each group will then
share their answers in a round-robin format. You
can award one point to a group for each correct
response. The group with the most points at the
end wins the game.

Debrief this activity by leading a discussion about

imaginary solutions to quadratic equations and
the use of nonreal zeros to create factors of a
quadratic function. These factors can be multiplied
to generate the general form of a quadratic
function.

13
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
Constructing Representations of Rational
Functions

Have students create several graphs using data

sets that exhibit inverse relationships. Examples
might include finding the time it takes to ascend a A.SSE.1
climbing wall given its height and the climber’s A.SSE.2
3.2: Polynomial speed, finding the cost per student on a field trip A.CED.2
and Rational given the total cost, calculating concentrations of 3.2.5 A.CED.4
Functions mixtures for a given volume of solution, or F.IF.4
calculating brightness given luminosity and F.IF.8
surface area. F.BF.1

Debrief the lesson by having students make

comparisons among the graphs and discussing
common characteristics including domain and
range of the functions.

14
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
Identifying Key Features of Graphs of Rational
Functions

Have students discuss domain restrictions

inherent in rational functions due to zeros of the
polynomial in the denominator, and how these
correspond to vertical asymptotes. Remember
that “holes” in the graph are beyond the scope of
this course, so you do not have to include them.
Also discuss that the x-intercepts of the function
correspond to the zeros in the numerator. Have
students explore the end behavior of rational
functions by analyzing the output values of the
3.2: Polynomial F.IF.4
function for very large positive and negative
and Rational 3.2.6 F.IF.5
values of the input.
Functions F.IF.8
After reviewing, divide the class into groups of
four students. Each group should be given a
rational function and must (a) identify the x- and
y-intercepts, (b) identify the domain and range, (c)
identify any vertical asymptotes, (d) graph the
functions, and (e) describe the end behavior of the
graph.

Debrief the lesson by discussing how key features

of a rational function can be used to anticipate
what the graph of the function looks like before
using graphing technology, such as Desmos.com.
Performance Task A.SSE.1
Predicting the Number of Sections of a Circle A.CED.2
~45 3.2 3.2.1 F.IF.4
This performance task assesses learning objectives F.IF.5
addressed in the unit. F.BF.1

15
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
Graphing Square Root Functions

Give students three or four square root functions

along with their inverse functions. Students should
sketch each graph along with its inverse, make
observations about its domain, range, x-
intercepts, y-intercepts, and end behavior. Be sure A.SSE.1
to have students explore why the domain of a A.CED.2
square root function is often restricted. A.CED.4
3.3: Square Root F.IF.4
3.3.1
and Cube Root Follow up by modeling some scenarios that F.IF.5
3.3.3
Functions involve motion. For example, the relationship F.IF.7
between the time an object takes to fall to the F.IF.8
ground and the height from which the object is F.BF.1
dropped can be expressed as a square root F.BF4
function.

Debrief students’ answers to ensure they

understand concepts related to solving square
root equations and the connection between
algebraic and graphical solutions.

16
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
Graphing Cube Root Functions
The teacher-created activity Graphing Cube Root
Functions, available through Desmos Classroom
Activities, builds on students’ understanding of
square root functions. In this activity, students
identify transformations to the parent cube root
function, graph functions that meet specified
characteristics, describe the transformations of a A.SSE.1
particular function from the parent function, and A.CED.2
describe transformations of a given cube root A.CED.4
3.3: Square Root function. F.IF.4
and Cube Root 3.3.2
F.IF.5
Functions Follow up by modeling some scenarios that F.IF.7
involve volume. For example, the relationship F.IF.8
between the volume of a sphere and the radius of F.BF.1
the sphere can be modeled by the inverse of the
formula for the volume of a sphere. Discuss the
possible radii generated given differing volumes.

Debrief the lesson by discussing how the domain

and range of a cube root function are the same as,
and different from, that of a square root function.

17
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
Solving Square Root and Cube Root Functions

Provide students with several scenarios involving

square and cube root equations and have them
determine solutions within the contextual
scenario. For example, students could be asked to
determine the hypotenuse of a right triangle given
side lengths of 8 and x. An example of a scenario
involving a cubic function might be calculating the
3.3: Square Root age of an elephant, given that the shoulder height A.REI.2
and Cube Root of a male Asian elephant can be modeled by the 3.3.4 A.REI.11
Functions A.CED.1

function , where t is the

age (in years) of the elephant and is the
height of the elephant in centimeters.

Debrief the lesson by discussing how some square

root functions have extraneous solutions and how
contexts can be used to determine the
reasonableness of the solutions.
Learning Checkpoint 2
~45 3.2 and 3.3
This learning checkpoint can assess any of the learning
objectives from its associated key concepts.
[add or remove rows as needed]

Reflections
What went well in this unit?
When were students most engaged during this unit?
How have students grown? What opportunities for growth stand out at this time?
What needs modification or differentiation next time?

18
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Unit 4T: Trigonometric Functions

Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
4T.1: Radian
Measure and Pre-AP Model Lesson 4T.1:
~165 4T.1.1 F.TF.1
Sinusoidal Measuring an Angle's Openness
Functions
4T.1: Radian
Measure and Pre-AP Model Lesson 4T.2: 4T.1.1, F.TF.1
~45
Sinusoidal Determining Equivalent Angle Measures 4T.1.2 F.TF.2
Functions
4T.1: Radian
Measure and Pre-AP Model Lesson 4T.3:
~45 4T.1.2 F.TF.2
Sinusoidal Angles in the Coordinate Plane
Functions
F.TF.2
4T.1: Radian
A.CED.2
Measure and Pre-AP Model Lesson 4T.4:
~90 4T.1.3 F.IF.5
Sinusoidal A Model for Circular Motion
F.IF.8
Functions
F.BF.1
4T.1: Radian
Measure and Pre-AP Model Lesson 4T.5:
~60 4T.1.4 F.TF.2
Sinusoidal The Coordinates of Points on a Circle
Functions
4T.1: Radian
F.TF.2
Measure and Pre-AP Model Lesson 4T.6: 4T.1.4,
~75 F.TF.8
Sinusoidal Common Reference Triangles in a Unit Circle 4T.1.7
A.CED.1
Functions
F.TF.5
4T.1: Radian A.CED.2
Measure and Pre-AP Model Lesson 4T.7: 4T.1.5, F.IF.4
~120
Sinusoidal A Model for Periodic Phenomena 4T.1.6 F.IF.8
Functions F.BF.1
F.BF.3

19
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
F.TF.2
Performance Task F.TF.5
Modeling Hours of Sunlight with a Trigonometric A.CED.2
Function 4T.1.3, F.IF.4
~45 4T.1
4T.1.5 F.IF.5
This performance task assesses learning objectives F.IF.7
addressed in the unit. F.BF.1
F.BF.3
Learning Checkpoint 1
~45 4T.1
This learning checkpoint can assess any of the learning
objectives from its associated key concepts.
F.TF.2
4T.2: The Tangent
F.TF.5
Function and Other Pre-AP Model Lesson 4T.8: 4T.2.1,
~120 A.CED.2
Trigonometric The Tangent Function 4T.2.2
F.IF.7
Functions
F.BF.1
F.TF.2
4T.2: The Tangent
F.TF.5
Function and Other Practice Performance Task: 4T.2.1,
~45 A.CED.2
Trigonometric Connecting Circles, Triangles, and Line Segments 4T.2.2
F.IF.7
Functions
F.BF.1

20
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
Inverting Trigonometric Functions

Have students discuss their prior experience with

domain restrictions. In Units 2 and 3, students
explored how to restrict the domain of a function
so that it is invertible. This lesson builds on that
understanding.

Students are familiar with graphing trigonometric

functions from earlier lessons in the unit and
should use their graphs to help with the
discussion. Trigonometric functions are periodic,
so each output value is associated with more than
one input value. For a trigonometric function to
have an inverse function, the domain of each
function must be restricted so each output value is
4T.3: Inverting
associated with exactly one input value. Such a
~60 Trigonometric 4T.3.1 F.BF.4
relationship is described as one-to-one. Have
Functions
students determine a reasonable domain for each
of the trigonometric functions–sine, cosine, and
tangent–so each has an inverse. Then they can
share their initial responses with a partner to
discuss how they might best restrict the domain.

Debrief the lesson by having several pairs of

students share their domain restrictions and
rationales. Let students know that inverse
trigonometric functions often use the prefix arc-
because the output of an inverse trigonometric
function is an arc length measured in radians.
Through this discussion let students know that
sine, cosine, and tangent functions usually require
domain restrictions to be invertible, but that many
such domain restrictions are possible.

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Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
Solving Equations Involving Trigonometric
Functions

This lesson builds on the previous lesson in which

students restrict the domain of trigonometric
functions so that they are invertible. You can open
the lesson by asking students to describe the
difference between solving the equation

and evaluating the expression

. Elicit that there are infinitely many

solutions for but that there is only

one solution for . Students may benefit

4T.3: Inverting from contemplating the difference between A.REI.11
~90 Trigonometric 4T.3.2
and . Note that solving a trigonometric A.CED.1
Functions
equation for all possible solutions is beyond the
scope of course. Students only need to find
solutions over a finite interval, often one that is
suggested by a contextual scenario.

Ask students to provide some real-world examples

of periodic phenomena. Their responses might
include the height of a rotating Ferris wheel over
time or the rise and fall of an animal population
over seasons of the year. Have students answer
questions about such scenarios involving both
inputs and outputs over a given interval.

Debrief the lesson by leading a discussion about

the number of solutions that students should
determine for a trigonometric function over a
finite interval. Students can use the graph of a
trigonometric function to identify that the number
of solutions depends on the interval of interest.

22
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Materials/Resources/Tasks Reflections on
Pacing Learning State
Date(s) Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
in Min. Objectives Standards
Performance Tasks, Assessments Principles
Learning Checkpoint 2
~45 4T.2 and 4T.3
This learning checkpoint can assess any of the learning
objectives from its associated key concepts.
[add or remove rows as needed]

Reflections
What went well in this unit?
When were students most engaged during this unit?
How have students grown? What opportunities for growth stand out at this time?
What needs modification or differentiation next time?

23
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Unit 4M: Matrices and Their Applications

Planne Materials/Resources/Tasks Reflections on

Actual Learning State
d Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
Date(s) Objectives Standards
Date(s) Performance Tasks, Assessments Principles
4M.1: Geometric Pre-AP Model Lesson 4M.1:
4M.1.1 F.IF.8
Transformations Introduction to Linear Transformations
Pre-AP Model Lesson 4M.2:
4M.1: Geometric 4M.1.2, A.CED.3
Expressing Linear Transformations with Matrix
Transformations 4M.1.3 F.BF.1
Multiplication
Pre-AP Model Lesson 4M.3:
4M.1: Geometric 4M.1.3,
Determining Images of Multiple Points A.APR.1
Transformations 4M.1.4
Simultaneously
4M.1: Geometric Pre-AP Model Lesson 4M.4:
4M.1.5
Transformations Area and the Determinant of a Matrix
4M.1: Geometric Pre-AP Model Lesson 4M.5:
4M.1.6 F.BF.3
Transformations Sequences of Linear Transformations
4M.1: Geometric Pre-AP Model Lesson 4M.6: 4M.1.7,
F.BF.4
Transformations Undoing Transformations and Finding Preimages 4M.1.8
Learning Checkpoint 1
4M.1: Geometric
Transformations This learning checkpoint can assess any of the learning
objectives from its associated key concepts.

24
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Planne Materials/Resources/Tasks Reflections on
Actual Learning State
d Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
Date(s) Objectives Standards
Date(s) Performance Tasks, Assessments Principles
Representing Systems of Linear Equations Using
Matrices

This lesson should start with a very brief review of

systems of linear equations and solving them
using either the substitution or elimination
method. Restrict the review to system of
linear equation written in standard form. This will
be important when building understanding of a
system of linear equations written as a matrix
equation. You can have students solve the
following system of linear equations or choose
your own:

4M.2: Solving After students solve the system, explain that they
Systems of will explore another representation of a system of A.CED.2
linear equations. To start the exploration, have 4M.2.1
Equations with A.CED.3
Matrices students write what they notice and wonder as
they compare and contrast the representations
below:

Next, have students share what they notice and

wonder and then have them multiply the matrices
on the left side of the matrix equation. Help them
see that the algebraic form of the linear system
equation is an equivalent form of the matrix
equation representation.

Students should practice moving between systems

of equations and matrix equations, understanding
that they may need to rewrite the system in a
particular form so that it can be represented as a
matrix equation.
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Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Planne Materials/Resources/Tasks Reflections on
Actual Learning State
d Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
Date(s) Objectives Standards
Date(s) Performance Tasks, Assessments Principles
4M.2: Solving Solving Systems Using Matrices 4M.2.2 A.CED.3
Systems of
Equations with Begin the lesson by having students think about
Matrices how to solve the systems of equations
represented as a matrix equation. The matrix
equation presented in the lesson above follows:

Give students some time to discuss how they

would use a matrix equation to solve the system
of equations. Have students share their ideas with
the class. Some students may recognize that they
can multiply each side of the matrix equation by

the inverse of the coefficient matrix to isolate

. Students have prior experiences with finding the
inverse of a matrix and using the inverse to
determine the preimage of a given point to
support this thinking.

Progress students to the general form of a matrix

equation . Be sure to define A, X and B.
Ask students to discuss with their partner/group
how they would go about solving this matrix

equation. Help them recall that and

are both equal to the identity matrix. Then solve the
matrix equation .
For the next part of the lesson, help students
understand how useful matrices are when solving
systems of equations. Give students a system of
3 linear equations with 3 unknowns and attempt
to solve the system using one of the reviewed
algebraic methods. Note the tedium and length of

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Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Planne Materials/Resources/Tasks Reflections on
Actual Learning State
d Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
Date(s) Objectives Standards
Date(s) Performance Tasks, Assessments Principles
producing such a solution and indicate the need
for another method.

To necessitate the need for another method to

produce the solution to a system, have
students, without technology, multiply a
matrix of coefficients for the given system of
equations and the matrix consisting of the
system’s unknowns. Students should note that the
product is precisely one side of the system of
equations. Observe that any system of linear
equations can be written as the matrix equation
where A is the matrix consisting of
the system’s coefficients, X is the matrix
consisting of the system’s unknown variables, and
B is the matrix consisting of the constants
that each respective equation is equal to.

Students should be provided practice with both

contextualized and decontextualized systems of
equations where they can write these systems as
matrix equations and use technology to solve for
X and thereby solve the system. For the systems
given in context, an emphasis should be put on
interpreting the solutions to the matrix equations
in context of the problem. When solving a system
using students should recall that exists
only if its determinant is nonzero. In the case that
an inverse does not exist (the determinant of A is
equal to 0), students may need to use other
methods (a graphical approach) to determine
whether there is a solution (nonunique).

27
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Planne Materials/Resources/Tasks Reflections on
Actual Learning State
d Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
Date(s) Objectives Standards
Date(s) Performance Tasks, Assessments Principles
Using Matrices to Write Polynomial Functions

In the same way that we can use 2 points to

determine the algebraic representation of a line,
systems of equations can be used to determine
the algebraic representation of a polynomial of

degree n if given points that lie on the

graph of that polynomial. In this case, the
coefficients of each term of the polynomial
become your unknowns and the function can be

evaluated at each of the points to build a

system of linear equations whose solutions
represent each coefficient in the polynomial.

Students should be given arbitrary polynomials

that satisfy points that can be turned into

a system of equations whose solutions yield the
coefficients in the algebraic representation of the
polynomial. For example, the quadratic function of
4M.2: Solving
Systems of the form passes through the
4M.2.3
Equations with
Matrices points , , and . This

implies that ,

and
. This yields a system of 3 equations with
unknowns a, b, and c which can then be
represented as a matrix equation where
A is a matrix, X is the matrix with
entries a, b, and c, and B is the matrix with entries
3, -5, and 3. The solution to the system yields

implying that

.
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Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Planne Materials/Resources/Tasks Reflections on
Actual Learning State
d Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
Date(s) Objectives Standards
Date(s) Performance Tasks, Assessments Principles
4M.2: Solving
4M.2.1,
Systems of Practice Performance Task: A.CED.2
4M.2.2,
Equations with Using Matrices to Construct Polynomial Functions A.CED.3
4M.2.3
Matrices
4M.3: Applications
Pre-AP Model Lesson 4M.7: 4M.3.1, A.CED.2
of Matrix
Introduction to Recursive Processes 4M.3.2 F.IF.8
Multiplication
4M.3: Applications
Pre-AP Model Lesson 4M.8: 4M.3.2, A.CED.2
of Matrix
Stabilized Recursive Processes 4M.3.3 F.IF.8
Multiplication
Determining the Previous Steps in a Recursive
Process

Students will have built an understanding of how

things change over time within a recursive
process. In this lesson, students will use
current/future information of a recursive process
to determine what happened previously. That is,
given the matrix A describing how members of a
population move between subpopulations, and the

size of the populations in the kth time step ,

4M.3: Applications students will solve for the size of the A.CED.2
of Matrix 4M.3.4
F.IF.8
Multiplication subpopulations in the time step. This can
be done by using the inverse matrix to solve

for in the matrix equation .

Debrief this activity by having students find the

sizes of previous subpopulation at any time step.
Practice problems should only have students
determine the sizes of a subpopulation one
previous time step away. Having students identify
sizes of subpopulation by multiple previous time
steps away should not be included in this lesson.

29
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample
 Planne Materials/Resources/Tasks Reflections on
Actual Learning State
d Key Concepts Pre-AP Model Lessons, Additional Lessons, Labs, Textbooks, Areas of Focus & Shared
Date(s) Objectives Standards
Date(s) Performance Tasks, Assessments Principles
Learning Checkpoint 2
4M.2 and 4M.3
This learning checkpoint can assess any of the learning
objectives from its associated key concepts.
Performance Task
Migrating Populations
4M.3
This performance task assesses learning objectives
addressed in the unit.
[add or remove rows as needed]

Reflections
What went well in this unit?
When were students most engaged during this unit?
How have students grown? What opportunities for growth stand out at this time?
What needs modification or differentiation next time?

30
Pre-AP Algebra 2 Instructional Planning Guide Teacher Sample