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22 | eureka Math algebra II Study guIde
alignMent to the StandaRdS and PlaceMent of StandaRdS
in the ModuleS
Module and
Approximate Number
of Instructional DaysStandards Addressed in Algebra II ModulesModule 1:
Polynomial, Rational,
and Radical
Relationships
(45 days)reason quantitatively and use units to solve problems.
N-Q.A.2^1 Define appropriate quantities for the purpose of descriptive modeling.
perform arithmetic operations with complex numbers.
N-CN.A.1 Know there is a complex number i such that i^2 = -1, and every complex number has the
form a + bi with a and b real.
N-CN.A.2 Use the relation i^2 = -1 and the commutative, associative, and distributive properties to
add, subtract, and multiply complex numbers.
use complex numbers in polynomial identities and equations.
N-CN.C.7 Solve quadratic equations with real coefficients that have complex solutions.
Interpret the structure of expressions.
A-SSE.A.2^2 Use the structure of an expression to identify ways to rewrite it. For example,
see x^4 – y^4 as (x^2 )^2 – (y^2 )^2 , thus recognizing it as a difference of squares that can be factored as
(x^2 - y^2 ) (x^2 + y^2 ).
understand the relationship between zeros and factors of polynomials.
A-APR.B.2^3 Know and apply the Remainder Theorem: For a polynomial p(x) and a number a,
the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).
A-APR.B.3^4 Identify zeros of polynomials when suitable factorizations are available, and use the
zeros to construct a rough graph of the function defined by the polynomial.
use polynomial identities to solve problems.
A-APR.C.4 Prove^5 polynomial identities and use them to describe numerical relationships.
For example, the polynomial identity (x^2 + y^2 )^2 = (x^2 - y^2 )^2 + (2xy)^2 can be used to generate
Pythagorean triples.
rewrite rational expressions.
A-APR.D.6^6 Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form
q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than
the degree of b(x), using inspection, long division, or, for the more complicated examples,
a computer algebra system.
understand solving equations as a process of reasoning and explain the reasoning.
A-REI.A.1^7 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.
A-REI.A.2 Solve simple rational and radical equations in one variable, and give examples
showing how extraneous solutions may arise.
Solve equations and inequalities in one variable.
A-REI.B.4^8 Solve quadratic equations in one variable.
b. Solve quadratic equations by inspection (e.g., for x^2 = 49), taking square roots, completing
the square, the quadratic formula and factoring, as appropriate to the initial form of the
equation. Recognize when the quadratic formula gives complex solutions and write them
as a ± bi for real numbers a and b.
Solve systems of equations.
A-REI.C.6^9 Solve systems of linear equations exactly and approximately (e.g., with graphs),
focusing on pairs of linear equations in two variables.
A-REI.C.7 Solve a simple system consisting of a linear equation and a quadratic equation in two
variables algebraically and graphically. For example, find the points of intersection between the
line y = -3x and the circle x^2 + y^2 = 3.
analyze functions using different representations.
F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in
simple cases and using technology for more complicated cases★^10
c. Graph polynomial functions, identifying zeros when suitable factorizations are available,
and showing end behavior.
translate between the geometric description and the equation for a conic section.
G-GPE.A.2 Derive the equation of a parabola given a focus and directrix.