About North Carolina Math 2
NC Math 2 is the sophomore level mathematics course for high school students. In our Math 2 course, we will spend several weeks exploring the patterns behind geometric concepts such as reflections and rotations in a coordinate plane. Following this, we will pick up where Math 1 left off with quadratic functions. Then, we will learn several new types of function: radical functions, inverse variation functions, and trigonometric functions. Finally, we will top off our course with a sprinkle of probability and statistics.
Homework Links
Weekly Homework is to be completed in a notebook and turned in on Friday. Each Monday, I will return your graded homework and we will go over it together. I will then assign a new section of homework.
Units of Study and Resources
North Carolina Rationale: This first unit builds upon students’ previous work with modeling geometric transformations (translations, reflections, rotations, and dilations), as well as their work with functions, from 8th grade and Math 1. Students will identify patterns and formalize their findings as functions of (x, y) coordinates. This work will extend later in Math 2 when students explore congruence in triangles. 
Unit 1 Links
Assignments
Assessment Links
North Carolina Rationale: Students were introduced to quadratic functions in Math 1, where they compared the patterns of change to that of linear functions. In Math 2, students will spend much time examining quadratics in three forms (standard form, factored form, and vertex form). Due to the breadth of the quadratics content to be covered, the information is presented in two units with a clear connection. In this unit, students study the algebra needed to manipulate quadratics, and how to graph quadratic functions. 
Unit 2 Links
Assignments
Assessment Links
North Carolina Rationale: This unit continues the study of quadratic functions, but introduces methods of solving quadratic equations. Students will learn multiple methods of solving quadratic equations written in any form, including the Quadratic Formula. Students will also study how to use quadratics to model reallife phenomena, including applications such as finance and projectile motion. 
Unit 3 Links
Assignments
Assessment Links
North Carolina Rationale: This unit builds upon students work with integer exponents in Math 1 and extends this work to include rational exponents. Students will also build the connection between rational exponents and radical expressions. Students will then be able to add to their function repitoire by including radical functions, and learn to solve radical equations and inequalities. Learning to manipulate radical expressions prior to quadratic expressions helps to ease access to concepts such as the Quadratic Formula. 
Unit 4 Links
North Carolina Rationale: This unit transitions students to examining patterns of measures (both side lengths and angles) of geometric figures they are already familiar with (complementary angles, supplementary angles, parallel lines, perpendicular lines, equilateral triangles, and isosceles triangles). This study invokes yet another facet of patternrecognition, and lays the foundation for geometric proofs with quadrilaterals in Math 3. 
Unit 5 Links
North Carolina Rationale: This unit builds upon students understanding of triangles from previous mathematics courses. In this unit, students will explore logical frameworks for proving sameness in triangles. Students will compare and contrast the concepts of triangle congruence and triangle similarity. From the first unit, students should understand that rigid motions produce congruent image figures. In this unit, students will connect similar triangles to the previously covered concept of dilations. Students will also learn how to apply concepts of similarity to realworld phenomena. 
Unit 6 Links
Unit 7 Links
North Carolina Rationale: Students’ understanding of descriptive statistics (studied and Math 1) and of probability (studied in Math 2) lay the foundation for collecting and interpreting data (which is studied in Math 3 and beyond). Students will calculate basic probabilities and decide on appropriate precautions when calculating more complex probabilities.
