High School Model Algebra II Proposed 2016 Standard 2011 Standard Rationale for Revision Revisions are in red text A.SS.E.2 Use the structure of an expression to Use the structure of an expression to identify ways to Edited the example in the standard to align with identify ways to rewrite it. For example, see x4 rewrite it. For example, see x4 y4 as (x2)2 (y2)2, the focus and expectations for Algebra II. – – – y4 as (x2)2 (y2)2, thus recognizing it as a thus recognizing it as a difference of squares that can – difference of squares that can be factored as be factored (x2 y2)(x2 + y2) and further factored (x - – (x2 y2)(x2 + y2). y) x + y)(x - yi)(x + yi). – A.APR.1 Understand that polynomials form a Understand that polynomials form a system Edited to clarify expectations for student learning system analogous to the integers, namely, they analogous to the integers, namely, they are closed and provide coherence between understanding are closed under the operations of addition, under the operations of addition, subtraction, and systems and dividing polynomials. subtraction, and multiplication; add, subtract, multiplication; add, subtract, and multiply and multiply polynomials. polynomials. Compare the system of polynomials to the system of integers when adding, subtracting, multiplying, and dividing polynomials. A.APR.MA.1.a Divide polynomials. This standard has the same student learning Standard moved. expectations with the revised standard A.APR.1 (See above). A.CED.4 Rearrange formulas to highlight a Standard deleted Deleted the standard in Model Algebra II as the quantity of interest, using the same reasoning as standard is in the Model Algebra I course. in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.
High School Model Algebra II 2011 Standard Proposed 2016 Standard Revisions are in red text Rationale for Revision A.SS.E.2 Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2). Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored (x2 – y2)(x2 + y2) and further factored (x - y) x + y)(x - yi)(x + yi). Edited the example in the standard to align with the focus and expectations for Algebra II. A.APR.1 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. Compare the system of polynomials to the system of integers when adding, subtracting, multiplying, and dividing polynomials. Edited to clarify expectations for student learning and provide coherence between understanding systems and dividing polynomials. A.APR.MA.1.a Divide polynomials. Standard moved. This standard has the same student learning expectations with the revised standard A.APR.1 (See above). A.CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R. Standard deleted Deleted the standard in Model Algebra II as the standard is in the Model Algebra I course.
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