Students understand that the Law of Sines can be used to find missing side lengths in a triangle when you know the measures of the angles and one side length.
Students understand that the Law of Cosines can be used to find a missing side length in a triangle when you know the angle opposite the side and the other two side lengths.
Students solve triangle problems using the Laws of Sines and Cosines.

Students develop an understanding of how to determine a missing angle in a right triangle diagram and applythis to real world situations.

This is a PBL project that asked students to select a select a major period/style of architecture in history, research it to see how this genre influenced the major architectural design elements, and then synthesize the information as part of a redesigned college campus. The final designs are presented to working architects and used as a basis to prove key geometry standards in the Math 2 curriculum.

The Common Core State Standards (CCSS) videos are designed to support states, schools, and teachers in the implementation of selected math standards. Each video is an audiovisual resource that focuses on one or more specific standards through examples and illustrations geared to enhancing understanding. The intent of each content-focused video is to clarify the meaning of the individual standard rather than to be a guide on how to teach each standard, although the examples can be adapted for instructional use.

The Common Core State Standards (CCSS) videos are designed to support states, schools, and teachers in the implementation of selected math standards. Each video is an audiovisual resource that focuses on one or more specific standards through examples and illustrations geared to enhancing understanding. The intent of each content-focused video is to clarify the meaning of the individual standard rather than to be a guide on how to teach each standard, although the examples can be adapted for instructional use.

The purpose of this task is to become fluent in identifying special types of parallelograms based on descriptive features of the parallelogram. Students will also practice explaining the underlying reasoning that allows them to draw these specific conclusions from the given descriptions.

In the context of predicting the account balance at different times for an account earning 5% interest annually, students examine the role of positive and negative integer exponents as well as the need for rational exponents. Tables, graphs and reasoning based on the definition of radicals and rules of exponents are used to attach meaning to using fractions such as ½ or ¾ as exponents.

A major focus of the Mathematics II Geometry Standards is to develop the notion of formal proof—how the mathematics community comes to accept a statement as true. In this and subsequent tasks, students will explore a variety of ways of identifying the underlying reasoning behind a proof, and different formats for writing the proof. At the beginning of this sequence of tasks these proofs may take the form of informal verbal arguments. Over time, students should become more adept at constructing a logical sequence of statements that flow from beginning assumptions to justified conclusions.

In this task students consider the question, “How do you know something is true?” In mathematics, two different types of reasoning are used: inductive reason is the process of examining many examples, noticing a pattern, and stating a conjecture. Deductive reasoning is the process of starting with statements assumed or accepted as true (generally from a previous sequence of deductive reasoning), then creating a logical sequence of statements (if a is true, then b is true; if b is true, then c is true; if c is true, then d is true, etc.), until we arrive at the desired conclusion. Hence, inductive reasoning surfaces conjectures that need to be verified by deductive reasoning. Much of what is proved to be true by deductive reasoning in Mathematics II has already surfaced through experimentation in previous courses.

This task should help students distinguish between accepting something as true based on experience or experimentation, and knowing something is true based on logical reasoning. In this task students explore two different ways of knowing that the sum of the angles in a triangle is 180°, one based on experiments with specific triangles, and one based on a transformational argument that can be applied to all triangles.

The purpose of this task is to refine student understanding of quadratic functions by distinguishing between relationships that are quadratic, linear, exponential or neither. Examples include relationships given with tables, graphs, equations, visuals, and story context. Students are asked to draw upon their understanding of representations to determine the type of change shown and to create a second representation for the relationships given.

The purpose of this task is to solidify students’ understanding of quadratic functions and their representations, by providing both an example and a non-example of a quadratic function. The task provides an opportunity for students to compare the growth of linear functions to the growth of quadratic functions. Equations, both recursive and explicit, graphs, and tables are used to describe the relationship between the number of blocks and the figure number in this task.

This task surfaces the idea that data exists on the intervals between the whole number increments of a continuously increasing exponential function. Students will consider potential strategies for calculating this data at equal fractional increments so that the multiplicative pattern inherent in exponential functions is maintained.

Students are provided with a scenario and asked to determine which amounts of postage is it impossible to make using only five-cent and seven-cent stamps? The mathematics task is intended to be a problem or question that encourages the use of mathematical practices. The dialogue is meant to show how students might engage in the mathematical practices as they work on the task.

This is a website to help your students with both depth as well as showing examples of Logarithms. It has a lot of examples of different types of problems with logarithms and goes into a fair bit of depth on each topic.

In this unit, students will be able to correctly identify the hypotenuse in a right angled triangle, and the opposite and adjacent sides of a given angle; find a pattern linking the ratio of sides of a triangle with the angles and hence understand the concepts of sine, cosine and tangent ratios of angles; apply trigonometry to solve.

Students sketch triangles in a coordinte plane and make a series of conjectures for what occurs mathematically when you multiply coordinates by various numbers.

The purpose of this task is to solidify ways of thinking about formal proofs, such as reasoning from a diagram and identifying a sequence of statements that start with given assumptions and lead to a valid conclusion. This task introduces the flow diagram as a way of keeping track of the logical connections between given statements and the conclusions that can be drawn from them.

In this opening lesson for a unit on similar figures, students will learn about similar figures, corresponding sides, and scale factors. They will also discover that the angles in similar triangles are congruent. They will then measure and calculate the scale factors of similar triangles and use this information to find the measurements of missing sides in a figure. Students will also have the opportunity to practice measuring angles with a protractor and measuring lengths with a ruler. Additionally, students will use virtual manipulatives to practice what they have learned.