Week of March 30, 2026
State Standards of Unit 3
NC.M2.N-RN.1: Explain how expressions with rational exponents can be rewritten as radical expressions.
NC.M2.N-RN.2: Rewrite expressions with radicals and rational exponents into equivalent expressions using the properties of exponents.
NC.M2.N-RN.3: Use the properties of rational and irrational numbers to explain why:
· the sum or product of two rational numbers is rational;
· the sum of a rational number and an irrational number is irrational;
· the product of a nonzero rational number and an irrational number is irrational.
NC.M2.A.SS.E.1a: Interpret expressions that represent a quantity in terms of its context.
Identify and interpret parts of a quadratic, square root, inverse variation, or right triangle trigonometric expression, including terms, factors, coefficients, radicands, and exponent
NC.M2.A.SS.E.1b: Interpret expressions that represent a quantity in terms of its context.
Interpret quadratic and square root expressions made of multiple parts as a combination of single entities to give meaning in terms of a context.
NC.M2.A.CED.1: Create equations and inequalities in one variable that represent quadratic, square root, inverse variation, and right triangle trigonometric relationships and use them to solve problems.
NC.M2.A.CED.2: Create and graph equations in two variables to represent quadratic, square root and inverse variation relationships between quantities.
NC.M2.F-BF.3: Understand the effects of the graphical and tabular representations of a linear, quadratic, square root, and inverse variation function f with kf(x) , f(x)+k, f(x+k) ) for specific values of k (both positive and negative)
NC.M2.A.CED.3: Create systems of linear, quadratic, square root, and inverse variation equations to model situations in context.
NC.M2.A.REI.1: Understand solving equations as a process of reasoning and explain the reasoning. Justify a chosen solution method and each step of the solving process for quadratic, square root and inverse variation equations using mathematical reasoning.
NC.M2.A-REI.2: Solve and interpret one variable inverse variation and square root equations arising from a context, and explain how extraneous solutions may be produced.
Recognize numeric and graphic patterns of change in direct and inverse variation relationships.
Express direct and inverse variation relationships in symbolic forms.
Recognize and represent relationships between variables that can be modeled by power functions y=kxr and y=kxr
Solve problems involving direct and inverse variation in context.
Analyze the effects of r and k on functions of the form y=kxrand y=kxr
Investigate functions in the form y=ax-h+k
Analyze the effects of a, h, and k on functions of the form y=ax-h+k
Solve problems involving square root functions in context.
Solve systems of equations involving linear, quadratic, inverse and square root functions.
Direct variation, inverse variation (indirect variation), index of a radical, radicands, factors, coefficients, rational number, irrational number
Monday, March 30, 2026: Rationalizing Binomial Denominators with Binomials Numerators and Solving Radical Equations with one solution
Tuesday, March 31, 2026: Solving Radical Equations with Extraneous Roots
Wednesday, April 1, 2026: Solving Radical Equations with Extraneous Roots
Thursday, April 2, 2026: Quiz Rationalizing Denominators and Radical Equations with Extraneous Roots
Friday, April 3, 2026: NO SCHOOL
Week of March 23, 2026
State Standards of Unit 3
NC.M2.N-RN.1: Explain how expressions with rational exponents can be rewritten as radical expressions.
NC.M2.N-RN.2: Rewrite expressions with radicals and rational exponents into equivalent expressions using the properties of exponents.
NC.M2.N-RN.3: Use the properties of rational and irrational numbers to explain why:
· the sum or product of two rational numbers is rational;
· the sum of a rational number and an irrational number is irrational;
· the product of a nonzero rational number and an irrational number is irrational.
NC.M2.A.SS.E.1a: Interpret expressions that represent a quantity in terms of its context.
Identify and interpret parts of a quadratic, square root, inverse variation, or right triangle trigonometric expression, including terms, factors, coefficients, radicands, and exponent
NC.M2.A.SS.E.1b: Interpret expressions that represent a quantity in terms of its context.
Interpret quadratic and square root expressions made of multiple parts as a combination of single entities to give meaning in terms of a context.
NC.M2.A.CED.1: Create equations and inequalities in one variable that represent quadratic, square root, inverse variation, and right triangle trigonometric relationships and use them to solve problems.
NC.M2.A.CED.2: Create and graph equations in two variables to represent quadratic, square root and inverse variation relationships between quantities.
NC.M2.F-BF.3: Understand the effects of the graphical and tabular representations of a linear, quadratic, square root, and inverse variation function f with kf(x) , f(x)+k, f(x+k) ) for specific values of k (both positive and negative)
NC.M2.A.CED.3: Create systems of linear, quadratic, square root, and inverse variation equations to model situations in context.
NC.M2.A.REI.1: Understand solving equations as a process of reasoning and explain the reasoning. Justify a chosen solution method and each step of the solving process for quadratic, square root and inverse variation equations using mathematical reasoning.
NC.M2.A-REI.2: Solve and interpret one variable inverse variation and square root equations arising from a context, and explain how extraneous solutions may be produced.
Recognize numeric and graphic patterns of change in direct and inverse variation relationships.
Express direct and inverse variation relationships in symbolic forms.
Recognize and represent relationships between variables that can be modeled by power functions y=kxr and y=kxr
Solve problems involving direct and inverse variation in context.
Analyze the effects of r and k on functions of the form y=kxrand y=kxr
Investigate functions in the form y=ax-h+k
Analyze the effects of a, h, and k on functions of the form y=ax-h+k
Solve problems involving square root functions in context.
Solve systems of equations involving linear, quadratic, inverse and square root functions.
Direct variation, inverse variation (indirect variation), index of a radical, radicands, factors, coefficients, rational number, irrational number
Monday, March 23, 2026:
Recognize number and graphic patterns of change in direct and inverse variation
Express direct and inverse variation relationships in symbolic forms
Tuesday, March 24, 2026
Recognize and represent relationships between variables modeled by y=kxr and y=kxr
Solve problems involving direct and inverse variation in context.
Wednesday, March 25, 2026
Analyze the effects of r and k on functions in the form
y=kxr and y=kxr
Investigate functions in the form y=square root of ax-h+k
Thursday, March 26, 2026
Analyze the effects of a, h, and k on functions of the form y= square root of ax-h+k
Solve problems involving square root functions in context.
Friday, March 27, 2026
Solve systems of equations which include any mixture of various functions.
Week of March 16, 2026
State Standards
NC.M2.N-RN.1: Explain how expressions with rational exponents can be rewritten as radical expressions.
NC.M2.N-RN.2: Rewrite expressions with radicals and rational exponents into equivalent expressions using the properties of exponents.
NC.M2.N-RN.3: Use the properties of rational and irrational numbers to explain why:
· the sum or product of two rational numbers is rational;
· the sum of a rational number and an irrational number is irrational;
· the product of a nonzero rational number and an irrational number is irrational.
NC.M2.A.SS.E.1a: Interpret expressions that represent a quantity in terms of its context.
Identify and interpret parts of a quadratic, square root, inverse variation, or right triangle trigonometric expression, including terms, factors, coefficients, radicands, and exponent
NC.M2.A.SS.E.1b: Interpret expressions that represent a quantity in terms of its context.
Interpret quadratic and square root expressions made of multiple parts as a combination of single entities to give meaning in terms of a context.
NC.M2.A.CED.1: Create equations and inequalities in one variable that represent quadratic, square root, inverse variation, and right triangle trigonometric relationships and use them to solve problems.
NC.M2.A.CED.2: Create and graph equations in two variables to represent quadratic, square root and inverse variation relationships between quantities.
NC.M2.F-BF.3: Understand the effects of the graphical and tabular representations of a linear, quadratic, square root, and inverse variation function f with kf(x) , f(x)+k, f(x+k) ) for specific values of k (both positive and negative)
NC.M2.A.CED.3: Create systems of linear, quadratic, square root, and inverse variation equations to model situations in context.
NC.M2.A.REI.1: Understand solving equations as a process of reasoning and explain the reasoning. Justify a chosen solution method and each step of the solving process for quadratic, square root and inverse variation equations using mathematical reasoning.
NC.M2.A-REI.2: Solve and interpret one variable inverse variation and square root equations arising from a context, and explain how extraneous solutions may be produced.
Learning Objectives
Recognize numeric and graphic patterns of change in direct and inverse variation relationships.
Express direct and inverse variation relationships in symbolic forms.
Recognize and represent relationships between variables that can be modeled by power functions y=kxr and y=kxr
Solve problems involving direct and inverse variation in context.
Analyze the effects of r and k on functions of the form y=kxrand y=kxr
Investigate functions in the form y=ax-h+k
Analyze the effects of a, h, and k on functions of the form y=ax-h+k
Solve problems involving square root functions in context.
Solve systems of equations involving linear, quadratic, inverse and square root functions.
Key Vocabulary
Direct variation, inverse variation (indirect variation), index of a radical, radicands, factors, coefficients, rational number, irrational number
Monday, March 16, 2026: No school due to inclement weather
Tuesday, March 17, 2026: Recognize the difference in direct and inverse variation given data in numeric and graphic form.
Wednesday, March 18, 2026: Math 2 Benchmark
Thursday, March 19, 2026: Express direct / inverse variation in symbolic form.
Solve problems involving direct / inverse variation in context
Friday, March 20, 2026: No School (OTWD)
Week of March 9, 2026
State Standards:
NC.M2.A.REI.4a: Solve for all solutions of quadratic equations in one variable.
Understand that the quadratic formula is the generalization of solving ax2+bx+c by using the process of completing the square.
NC.M2.A.REI.4b: Solve for all solutions of quadratic equations in one variable.
Explain when quadratic equations will have non-real solutions and express complex solutions as a+bi for real numbers a and b.
NC.M2.A.REI.1: Understand solving equations as a process of reasoning and explain the reasoning. Justify a chosen solution method and each step of the solving process for quadratic, square root and inverse variation equations using mathematical reasoning.
NC.M2.F.IF.8: Use equivalent expressions to reveal and explain different properties of a function by developing and using the process of completing the square to identify the zeros, extreme values, and symmetry in graphs and tables representing quadratic functions, and interpret these in terms of a context.
NC.M2.F.BF.1: Write a function that describes a relationship between two quantities by building quadratic functions with real solution(s) and inverse variation functions given a graph, a description of a relationship, or ordered pairs (include reading these from a table).
NC.M2.F.BF.3: Understand the effects of the graphical and tabular representations of a linear, quadratic, square root, and inverse variation function f with k ∙ f(x), f(x) + k, f(x+k) for specific values of k (both positive and negative).
Essential Questions:
What are the important features of each form of a quadratic function?
When is it more appropriate to use one form of a quadratic function over another form?
How can one form of a quadratic function be transformed to another form?
Where does the Quadratic Formula come from and how is it derived?
How does use of the quadratic formula suggest the need for complex numbers?
What do the three forms of a quadratic function explain in context of a scenario?
What do the solutions of a quadratic function explain in context of a scenario?
Week's Learning Objectives:
Complete the square to form the vertex form given a quadratic function in standard form.
Identify transformations that will map the quadratic parent function to the given quadratic function.
Solve quadratic functions with real solutions by square roots, factoring, completing the square and the quadratic formula.
Solve quadratic functions with complex solutions.
Apply knowledge of quadratic functions to identify key components of the quadratic function in the scenario and explain these components in context.
Apply knowledge of quadratic functions to solve the quadratic function in the scenario and explain the solutions in context.
Key Vocabulary:
Quadratic, parabola, vertex, axis of symmetry, roots, solutions, x intercepts, zeros, complex numbers, imaginary numbers, maximum, minimum
Monday, March 9, 2026: Complete quiz from 3/6/2026; Quadratics in Context if time permits
Tuesday, March 10, 2026: Quadratics in Context
Wednesday, March 11, 2026: Quadratics in Context
Thursday, March 12, 2026: Quadratics in Context Study Guide
Friday, March 13, 2026: Quadratics in Context TEST (open notes)
Week of March 2, 2026
State Standards:
NC.M2.A.SS.E.1a: Interpret expressions that represent a quantity in terms of its context.
Identify and interpret parts of a quadratic, square root, inverse variation, or right triangle trigonometric expression, including terms, factors, coefficients, radicands, and exponents
NC.M2.A.SS.E.1b: Interpret expressions that represent a quantity in terms of its context.
Interpret quadratic and square root expressions made of multiple parts as a combination of single entities to give meaning in terms of a context.
NC.M2.F.IF.4: Interpret functions that arise in applications in terms of context. Interpret key features of graphs, tables, and verbal descriptions in context to describe functions that arise in applications relating two quantities, including: domain and range, rate of change, symmetries, and end behavior.
NC.M2.F.IF.7: Analyze functions using different representations. Analyze quadratic, square root, and inverse variation functions by generating different representations, by hand in simple cases and using technology for more complicated cases, to show key features, including: domain and range; intercepts; intervals where the function is increasing, decreasing, positive, or negative; rate of change; maximums and minimums; symmetries; and end behavior.\
NC.M2.F.IF.9: Analyze functions using different representations. Compare key features of two functions (linear, quadratic, square root, or inverse variation functions) each with a different representation (symbolically, graphically, numerically in tables, or by verbal descriptions).
NC.M2.A.REI.7: Use tables, graphs, and algebraic methods to approximate or find exact solutions of systems of linear and quadratic equations, and interpret the solutions in terms of a context.
NC.M2.A.APR.1: Perform operations on polynomials. Extend the understanding that operations with polynomials are comparable to operations with integers by adding, subtracting, and multiplying polynomials.
NC.M2.N-CN.1: Know there is a complex number i such that i2= –1, and every complex number has the form a+bi where a and b are real numbers.
NC.M2.A.SSE.3: Interpret the structure of expressions. Write an equivalent form of a quadratic expression by completing the square, where is an integer of a quadratic expression, , to reveal the maximum or minimum value of the function the expression defines.
NC.M2.A.REI.4a: Solve for all solutions of quadratic equations in one variable.
Understand that the quadratic formula is the generalization of solving ax2+bx+c by using the process of completing the square.
NC.M2.A.REI.4b: Solve for all solutions of quadratic equations in one variable.
Explain when quadratic equations will have non-real solutions and express complex solutions as a+bi for real numbers a and b.
NC.M2.A.REI.1: Understand solving equations as a process of reasoning and explain the reasoning. Justify a chosen solution method and each step of the solving process for quadratic, square root and inverse variation equations using mathematical reasoning.
NC.M2.F.IF.8: Use equivalent expressions to reveal and explain different properties of a function by developing and using the process of completing the square to identify the zeros, extreme values, and symmetry in graphs and tables representing quadratic functions, and interpret these in terms of a context.
NC.M2.F.BF.1: Write a function that describes a relationship between two quantities by building quadratic functions with real solution(s) and inverse variation functions given a graph, a description of a relationship, or ordered pairs (include reading these from a table).
NC.M2.F.BF.3: Understand the effects of the graphical and tabular representations of a linear, quadratic, square root, and inverse variation function f with k ∙ f(x), f(x) + k, f(x+k) for specific values of k (both positive and negative).
NC.M2.A.CED.1: Create equations and inequalities in one variable that represent quadratic, square root, inverse variation, and right triangle trigonometric relationships and use them to solve problems.
NC.M2.A.CED.2: Create and graph equations in two variables to represent quadratic, square root and inverse variation relationships between quantities.
NC.M2.A.CED.3: Create systems of linear, quadratic, square root, and inverse variation equations to model situations in context.
Essential Questions:
What are the important features of each form of a quadratic function?
When is it more appropriate to use one form of a quadratic function over another form?
How can one form of a quadratic function be transformed to another form?
Where does the Quadratic Formula come from and how is it derived?
How does use of the quadratic formula suggest the need for complex numbers?
What do the three forms of a quadratic function explain in context of a scenario?
What do the solutions of a quadratic function explain in context of a scenario?
Week's Learning Objectives:
Complete the square to form the vertex form given a quadratic function in standard form.
Identify transformations that will map the quadratic parent function to the given quadratic function.
Solve quadratic functions with real solutions by square roots, factoring, completing the square and the quadratic formula.
Solve quadratic functions with complex solutions.
Apply knowledge of quadratic functions to identify key components of the quadratic function in the scenario and explain these components in context.
Apply knowledge of quadratic functions to solve the quadratic function in the scenario and explain the solutions in context.
Key Vocabulary:
Quadratic, parabola, vertex, axis of symmetry, roots, solutions, x intercepts, zeros, complex numbers, imaginary numbers, maximum, minimum
Monday, March 2, 2026: Standard to vertex form when a is not 1; can be positive or negative
Tuesday, March 3, 2026: Students will receive more practice going from standard form to vertex form when a is not 1.
Wednesday, March 4, 2026: Apply knowledge of quadratic functions to solve the quadratic function in a real world
scenario.
Thursday, March 5, 2026: Apply knowledge of quadratic functions to identify key components of the quadratic function in the scenario
and explain these components in context.
Friday, March 6, 2026: Quiz
Week of February 23, 2026
State Standards:
NC.M2.A.SS.E.1a: Interpret expressions that represent a quantity in terms of its context.
Identify and interpret parts of a quadratic, square root, inverse variation, or right triangle trigonometric expression, including terms, factors, coefficients, radicands, and exponents
NC.M2.A.SS.E.1b: Interpret expressions that represent a quantity in terms of its context.
Interpret quadratic and square root expressions made of multiple parts as a combination of single entities to give meaning in terms of a context.
NC.M2.F.IF.4: Interpret functions that arise in applications in terms of context. Interpret key features of graphs, tables, and verbal descriptions in context to describe functions that arise in applications relating two quantities, including: domain and range, rate of change, symmetries, and end behavior.
NC.M2.F.IF.7: Analyze functions using different representations. Analyze quadratic, square root, and inverse variation functions by generating different representations, by hand in simple cases and using technology for more complicated cases, to show key features, including: domain and range; intercepts; intervals where the function is increasing, decreasing, positive, or negative; rate of change; maximums and minimums; symmetries; and end behavior.\
NC.M2.F.IF.9: Analyze functions using different representations. Compare key features of two functions (linear, quadratic, square root, or inverse variation functions) each with a different representation (symbolically, graphically, numerically in tables, or by verbal descriptions).
NC.M2.A.REI.7: Use tables, graphs, and algebraic methods to approximate or find exact solutions of systems of linear and quadratic equations, and interpret the solutions in terms of a context.
NC.M2.A.APR.1: Perform operations on polynomials. Extend the understanding that operations with polynomials are comparable to operations with integers by adding, subtracting, and multiplying polynomials.
NC.M2.N-CN.1: Know there is a complex number i such that i2= –1, and every complex number has the form a+bi where a and b are real numbers.
NC.M2.A.SSE.3: Interpret the structure of expressions. Write an equivalent form of a quadratic expression by completing the square, where is an integer of a quadratic expression, , to reveal the maximum or minimum value of the function the expression defines.
NC.M2.A.REI.4a: Solve for all solutions of quadratic equations in one variable.
Understand that the quadratic formula is the generalization of solving ax2+bx+c by using the process of completing the square.
NC.M2.A.REI.4b: Solve for all solutions of quadratic equations in one variable.
Explain when quadratic equations will have non-real solutions and express complex solutions as a+bi for real numbers a and b.
NC.M2.A.REI.1: Understand solving equations as a process of reasoning and explain the reasoning. Justify a chosen solution method and each step of the solving process for quadratic, square root and inverse variation equations using mathematical reasoning.
NC.M2.F.IF.8: Use equivalent expressions to reveal and explain different properties of a function by developing and using the process of completing the square to identify the zeros, extreme values, and symmetry in graphs and tables representing quadratic functions, and interpret these in terms of a context.
NC.M2.F.BF.1: Write a function that describes a relationship between two quantities by building quadratic functions with real solution(s) and inverse variation functions given a graph, a description of a relationship, or ordered pairs (include reading these from a table).
NC.M2.F.BF.3: Understand the effects of the graphical and tabular representations of a linear, quadratic, square root, and inverse variation function f with k ∙ f(x), f(x) + k, f(x+k) for specific values of k (both positive and negative).
NC.M2.A.CED.1: Create equations and inequalities in one variable that represent quadratic, square root, inverse variation, and right triangle trigonometric relationships and use them to solve problems.
NC.M2.A.CED.2: Create and graph equations in two variables to represent quadratic, square root and inverse variation relationships between quantities.
NC.M2.A.CED.3: Create systems of linear, quadratic, square root, and inverse variation equations to model situations in context.
Week's Learning Objectives:
Complete the square to form the vertex form given a quadratic function in standard form.
Identify transformations that will map the quadratic parent function to the given quadratic function.
Solve quadratic functions with real solutions by square roots, factoring, completing the square and the quadratic formula.
Solve quadratic functions with complex solutions.
Apply knowledge of quadratic functions to identify key components of the quadratic function in the scenario and explain these components in context.
Apply knowledge of quadratic functions to solve the quadratic function in the scenario and explain the solutions in context.
Essential Questions:
What are the important features of each form of a quadratic function?
When is it more appropriate to use one form of a quadratic function over another form?
How can one form of a quadratic function be transformed to another form?
Where does the Quadratic Formula come from and how is it derived?
How does use of the quadratic formula suggest the need for complex numbers?
What do the three forms of a quadratic function explain in context of a scenario?
What do the solutions of a quadratic function explain in context of a scenario?
Week's Learning Objectives:
Complete the square to form the vertex form given a quadratic function in standard form.
Identify transformations that will map the quadratic parent function to the given quadratic function.
Solve quadratic functions with real solutions by square roots, factoring, completing the square and the quadratic formula.
Solve quadratic functions with complex solutions.
Apply knowledge of quadratic functions to identify key components of the quadratic function in the scenario and explain these components in context.
Apply knowledge of quadratic functions to solve the quadratic function in the scenario and explain the solutions in context.
Key Vocabulary:
Quadratic, parabola, vertex, axis of symmetry, roots, solutions, x intercepts, zeros, complex numbers, imaginary numbers, maximum, minimum
Monday, 2-23-2026: Review Complete the Square: Rational and Irrational Solutions, Simplifying Negative Radicals, Multiplying Negative Radicals
Tuesday, 2-24-2026: TEST only on Completing the Square
Wednesday, 2-25-2026: Review: Multiplying Negative Radicals
Thursday, 2-26-2026: What is vertex form? What do the variables represent? How do I go from standard form to vertex form?
Friday, 2-27-2026: Practice standard form to vertex form
Week of February 16, 2026
State Standards:
NC.M2.A.SS.E.1a: Interpret expressions that represent a quantity in terms of its context.
Identify and interpret parts of a quadratic, square root, inverse variation, or right triangle trigonometric expression, including terms, factors, coefficients, radicands, and exponents
NC.M2.A.SS.E.1b: Interpret expressions that represent a quantity in terms of its context.
Interpret quadratic and square root expressions made of multiple parts as a combination of single entities to give meaning in terms of a context.
NC.M2.F.IF.4: Interpret functions that arise in applications in terms of context. Interpret key features of graphs, tables, and verbal descriptions in context to describe functions that arise in applications relating two quantities, including: domain and range, rate of change, symmetries, and end behavior.
NC.M2.F.IF.7: Analyze functions using different representations. Analyze quadratic, square root, and inverse variation functions by generating different representations, by hand in simple cases and using technology for more complicated cases, to show key features, including: domain and range; intercepts; intervals where the function is increasing, decreasing, positive, or negative; rate of change; maximums and minimums; symmetries; and end behavior.\
NC.M2.F.IF.9: Analyze functions using different representations. Compare key features of two functions (linear, quadratic, square root, or inverse variation functions) each with a different representation (symbolically, graphically, numerically in tables, or by verbal descriptions).
NC.M2.A.REI.7: Use tables, graphs, and algebraic methods to approximate or find exact solutions of systems of linear and quadratic equations, and interpret the solutions in terms of a context.
NC.M2.A.APR.1: Perform operations on polynomials. Extend the understanding that operations with polynomials are comparable to operations with integers by adding, subtracting, and multiplying polynomials.
NC.M2.N-CN.1: Know there is a complex number i such that i2= –1, and every complex number has the form a+bi where a and b are real numbers.
NC.M2.A.SSE.3: Interpret the structure of expressions. Write an equivalent form of a quadratic expression by completing the square, where is an integer of a quadratic expression, , to reveal the maximum or minimum value of the function the expression defines.
NC.M2.A.REI.4a: Solve for all solutions of quadratic equations in one variable.
Understand that the quadratic formula is the generalization of solving ax2+bx+c by using the process of completing the square.
NC.M2.A.REI.4b: Solve for all solutions of quadratic equations in one variable.
Explain when quadratic equations will have non-real solutions and express complex solutions as a+bi for real numbers a and b.
NC.M2.A.REI.1: Understand solving equations as a process of reasoning and explain the reasoning. Justify a chosen solution method and each step of the solving process for quadratic, square root and inverse variation equations using mathematical reasoning.
NC.M2.F.IF.8: Use equivalent expressions to reveal and explain different properties of a function by developing and using the process of completing the square to identify the zeros, extreme values, and symmetry in graphs and tables representing quadratic functions, and interpret these in terms of a context.
NC.M2.F.BF.1: Write a function that describes a relationship between two quantities by building quadratic functions with real solution(s) and inverse variation functions given a graph, a description of a relationship, or ordered pairs (include reading these from a table).
NC.M2.F.BF.3: Understand the effects of the graphical and tabular representations of a linear, quadratic, square root, and inverse variation function f with k ∙ f(x), f(x) + k, f(x+k) for specific values of k (both positive and negative).
NC.M2.A.CED.1: Create equations and inequalities in one variable that represent quadratic, square root, inverse variation, and right triangle trigonometric relationships and use them to solve problems.
NC.M2.A.CED.2: Create and graph equations in two variables to represent quadratic, square root and inverse variation relationships between quantities.
NC.M2.A.CED.3: Create systems of linear, quadratic, square root, and inverse variation equations to model situations in context.
Week's Learning Objectives:
Complete the square to form the vertex form given a quadratic function in standard form.
Identify transformations that will map the quadratic parent function to the given quadratic function.
Solve quadratic functions with real solutions by square roots, factoring, completing the square and the quadratic formula.
Solve quadratic functions with complex solutions.
Apply knowledge of quadratic functions to identify key components of the quadratic function in the scenario and explain these components in context.
Apply knowledge of quadratic functions to solve the quadratic function in the scenario and explain the solutions in context.
Key Vocabulary:
Quadratic, parabola, vertex, axis of symmetry, roots, solutions, x intercepts, zeros, complex numbers, imaginary numbers, maximum, minimum
Week's homework
IXL Algebra 2 O1 and O4 are due Friday, February 20, 2026
Monday, February 16, 2026: Last review: Solving Quadratics by Factoring and Solving Quadratics with Square Roots, Open Notes Test
Tuesday, February 17, 2026: Complete Test and Test Corrections
Wednesday, February 18, 2026: What are imaginary numbers? Why are they needed when completing the square?
Thursday, February 19, 2026: Completing the Square practice with rational numbers and irrational numbers. Include imaginary numbers
Friday, February 20, 2026: Quiz on Completing the Square; Grade will be counted on R5.
Week of February 9, 2026
State Standards:
NC.M2.A.SS.E.1a: Interpret expressions that represent a quantity in terms of its context.
Identify and interpret parts of a quadratic, square root, inverse variation, or right triangle trigonometric expression, including terms, factors, coefficients, radicands, and exponents
NC.M2.A.SS.E.1b: Interpret expressions that represent a quantity in terms of its context.
Interpret quadratic and square root expressions made of multiple parts as a combination of single entities to give meaning in terms of a context.
NC.M2.F.IF.4: Interpret functions that arise in applications in terms of context. Interpret key features of graphs, tables, and verbal descriptions in context to describe functions that arise in applications relating two quantities, including: domain and range, rate of change, symmetries, and end behavior.
NC.M2.F.IF.7: Analyze functions using different representations. Analyze quadratic, square root, and inverse variation functions by generating different representations, by hand in simple cases and using technology for more complicated cases, to show key features, including: domain and range; intercepts; intervals where the function is increasing, decreasing, positive, or negative; rate of change; maximums and minimums; symmetries; and end behavior.\
NC.M2.F.IF.9: Analyze functions using different representations. Compare key features of two functions (linear, quadratic, square root, or inverse variation functions) each with a different representation (symbolically, graphically, numerically in tables, or by verbal descriptions).
NC.M2.A.REI.7: Use tables, graphs, and algebraic methods to approximate or find exact solutions of systems of linear and quadratic equations, and interpret the solutions in terms of a context.
NC.M2.A.APR.1: Perform operations on polynomials. Extend the understanding that operations with polynomials are comparable to operations with integers by adding, subtracting, and multiplying polynomials.
NC.M2.N-CN.1: Know there is a complex number i such that
i2= –1, and every complex number has the form a+bi where a and b are real numbers.
NC.M2.A.SSE.3: Interpret the structure of expressions. Write an equivalent form of a quadratic expression by completing the square, where is an integer of a quadratic expression, , to reveal the maximum or minimum value of the function the expression defines.
NC.M2.A.REI.4a: Solve for all solutions of quadratic equations in one variable.
Understand that the quadratic formula is the generalization of solving ax2+bx+c by using the process of completing the square.
NC.M2.A.REI.4b: Solve for all solutions of quadratic equations in one variable.
Explain when quadratic equations will have non-real solutions and express complex solutions as a+bi for real numbers a and b.
Week's Learning Objectives:
-Given Quadratic in Standard Form, complete the square to write into vertex form
-Given a Quadratic in vertex form, identify the transformation to map the parent function to this function
-Solve a Quadratic with real solutions by square roots, factoring, completing the square
-Solve a Quadratic with complex solutions
-Identify key components of the Quadratic in scenario and explain the components in context
Week's Homework Assignments: (due Friday, February 13, 2026)
IXL Algebra 2 O1, O2, O3, O4
Key Vocabulary:
Quadratic, parabola, vertex, axis of symmetry, roots, solutions, x intercepts, zeros, complex numbers, imaginary numbers, maximum, minimum
Monday, February 9, 2026: Solving Quadratics by Factoring and Solving Quadratics with Square Roots
Tuesday, February 10, 2026: Completing the Square Level 1 and Level 2
Wednesday, February 11, 2026: Solving Quadratics with Complex Solutions
Thursday, February 12, 2026 (substitute plans; Ms. Hunter will not be at school)
Friday, February 13, 2026: Teacher Workday; no school for students
Week of January 12, 2026
State Standards:
NC.M2.F-IF.1: Extend the concept of a function to include geometric transformations in the plane by recognizing that: the domain and range of a transformation function f are sets of points in the plane;
the image of a transformation is a function of its pre-image.
NC.M2.F-IF.2: Extend the use of function notation to express the image of a geometric figure in the plane resulting from a translation, rotation by multiples of 90 degrees about the origin, reflection across an axis, or dilation as a function of its pre-image
NC.M2.G-CO.2: Experiment with transformations in the plane; represent transformations in the plane; compare rigid motions that preserve distance and angle measure (translations, reflections, rotations) to transformations that do not preserve both distance and angle measure (e.g. stretches, dilations). Understand that rigid motions produce congruent figures while dilations produce similar figures.
NC.M2.G-CO.3: Given a triangle, quadrilateral, or regular polygon, describe any reflection or rotation symmetry i.e., actions that carry the figure onto itself. Identify center and angle(s) of rotation symmetry. Identify line(s) of reflection symmetry. Represent transformations in the plane.
NC.M2.G-CO.4: Verify experimentally properties of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
NC.M2.G-CO.5: Given a geometric figure and a rigid motion, find the image of the figure. Given a geometric figure and its image, specify a rigid motion or sequence of rigid motions that will transform the pre-image to its image.
NC.M2.G-CO.6: Determine whether two figures are congruent by specifying a rigid motion or sequence of rigid motions that will transform one figure onto the other.
NC.M2.G-SRT.1: Understand similarity in terms of similarity transformations. Verify experimentally the properties of dilations with given center and scale factor:
When a line segment passes through the center of dilation, the line segment and its image lie on the same line. When a line segment does not pass through the center of dilation, the line segment and its image are parallel.
Verify experimentally the properties of dilations with given center and scale factor: The length of the image of a line segment is equal to the length of the line segment multiplied by the scale factor.
The distance between the center of a dilation and any point on the image is equal to the scale factor multiplied by the distance between the dilation center and the corresponding point on the pre-image.
Dilations preserve angle measure.
Weekly Learning Objectives
Use coordinates to develop function rules modeling transformations, line reflections, and rotations and size transformations centered at the origin.
Use coordinates to investigate properties of figures under one or more rigid transformations or under similarity transformations.
Determine which transformations produce congruent figures.
Determine if a figure has rotational/line symmetry.
Determine which transformations produce similar figures.
Explore the concept of function composition using successive application of two transformations.
Generate a two-variable function to describe each transformation.
Recognize that the domain of a transformation is the set of coordinates of the pre-image.
Essential Questions:
What are rigid motions?
What are non-rigid motions?
How are rotational and line symmetry determined?
Vocabulary
Pre-image, image, transformation, translation, reflection, rotation, dilation, rotational/line symmetry, rigid motion, domain, range, congruence, similarity, rigid motion
Week's Homework Assignments: None at this time (waiting on IXL)
Monday, January 12, 2026: Create Scaled Drawings: Level 1 and Introduce Composition of Transformations
Tuesday, January 13, 2026: Composition of Transformations of Figures
Wednesday, January 14, 2026: Rotational Symmetry and Line Symmetry
Thursday, January 15, 2026: QUIZ