Course Name: Math 2 Teacher: Ms.

Martin Long Term Plan

Semester Long Plan

Student Achievement : How will this long term plan lead your students to the achievement of the
big goal?
Using the information in this document, I will be able to backwards plan and ensure each unit is completed in a timely
manner. My students and I will have a road map so we will know exactly where we are going and how we will get there. My
big goal this year is for my students to master each standard and build confidence in their problem solving and analytical
skills. I want to encourage my students to think for themselves, question the world around them, and learn how to use their
voice and ideas to creatively tackle mathematical problems in class and real world problems outside of our school building.
Students come to the Lift Academy because they are behind, need additional one-on-one support, and want to feel
confident and accomplished for the first time in their high school career. In my classroom, I will push students with
academic rigor and highlight the importance of the creative mathematics process. This vision is evident in our class motto,
Accept Nothing. Question Everything. Learn Something. I aim to incorporate this vision into our daily work and
discussions.

Organization/Sequence of Units : How will the learning goals within each unit logically fit
together? Can you explain how the sequence of units or topics helps build student learning?
Math 2 is an integrated course that is set up to highlight the connection between multiple geometric and algebraic concepts.
Each unit in this course builds on the other. For instance, our first unit is Transformations in Coordinate Geometry, which
then leads into a functions unit on domain/range and translations of quadratic functions. Using this design, students are
constantly revisiting previous topics discussed in class, and I have numerous opportunities to re-loop prior knowledge into
my lessons. This helps students develop a more conceptual understanding of each standard and achieve our ultimate goal
of demonstrating mastery and building confidence in their knowledge and understanding of the content.

Timing : How does the timing of each unit take into account the school calendar?
Each unit is timed according to district common assessments and benchmarks. I have counted the number of days and
weeks on the calendar. The majority of schools in our district are following a similar timeline. However, I will have to make
special modifications because my class times are only seventy-five minutes while other schools are ninety minutes. In
addition to this, because our school is an alternative setting, many students will have attendance inconsistencies and
outside circumstances that may require some individualized re-looping or re-teaching, but this has been built into my unit
plans with flex days and modifications.

Standards are listed in alphabetical /numerical order not suggested teaching order.
**I will reassess and re-loop in content that students may need extra help with
 Course Name: Math 2 Teacher: Ms. Martin Long Term Plan

COURSE OVERVIEW & TIMING

This section is designed to help you see the flow of your units/topics across the entire school year.
Unit Unit Length
Unit 1: Transformations 11 days
Unit 2: Quadratics 22 days
Unit 3: Radical and Rational Functions 11 days
Unit 4: Similarity and Congruence 16 days
Unit 5: Trigonometry 7 days
Unit 6: Probability 12 days

OVERALL COURSE TIMING

This section is designed to help you compare the number of available instructional days/weeks to the number of
days/weeks you have accounted for in your Long-Term Plan.
Course Length
Total number of instructional weeks/days in school year: (**NOTE: We have semester
18 weeks
courses**)
Total number of instructional weeks/days for all units included in Long-Term Plan: 16 weeks

*Note: Be sure to account for all instructional days in the school year, including those after end-of-year testing (if any).

UNIT 1: Transformations UNIT 1 LENGTH: 11 Days

UNIT 1 LEARNING GOALS
Students will understand translations, reflections, rotations, dilations, and
congruence transformations
Transformations will be explored as functions
*See individual unit plan for the standard and daily objective breakdown
Standards: G.C02, G.CO.3, G.CO.4, G.CO.5, G.CO.6, G.SRT.1a, F.IF.1, F.IF.2
Based on student pre-test data, students will have modified Do Now questions
each day that will spiral in any prior knowledge skills students will need in this unit
Spiraling and beyond
Individual students may need re-looping or re-teaching based on attendance and
need
Remedial (R) Students will participate in online tutorials and re-teaching exercises and activities
Enrichment (E) to practice their skills and demonstrate mastery
(to be completed after Students will stay for after school tutoring to re assess
receiving diagnostic Students may need additional help with plotting points/ Domain and Range
assessment results) *This will be updated based on student needs after each pre-test/assessment

Standards are listed in alphabetical /numerical order not suggested teaching order.
**I will reassess and re-loop in content that students may need extra help with
 Course Name: Math 2 Teacher: Ms. Martin Long Term Plan

UNIT 2: Quadratics UNIT 2 LENGTH: 22 Days

UNIT 2 LEARNING GOALS
Students will create, graph, and interpret key features of quadratic equations using
standard form, vertex form, and x-intercepts
Students will be introduced to complex numbers and interpret parts of a quadratic
and square root function, including terms, factors, coefficients, and exponents.
Students will know the transformations caused by constants in quadratic functions
Create and solve systems of linear and quadratic equations to model situations in
context
*See individual unit plan for the standard and daily objective breakdown
Standards: N.CN.1, A.SSE.1, A.SSE.1a, A.SSE.1b, A.SSE.3, F.IF.4, F.IF.7, F.IF.8,
F.IF.8a, F.IF.9, F.BF.1, F.BF.3, A.REI.4a, A.REI.4b, A.REI.7, A.CED.1, A.CED.2,
A.CED.3
Based on student pre-test data, students will have modified Do Now questions
each day that will spiral in any prior knowledge skills students will need in this unit
and beyond.
Spiraling
Individual students may need re-looping or re-teaching based on attendance and
need
Students will re-visit skills learned in unit 1 regarding transformations
Remedial (R)
Students will participate in online tutorials and re-teaching exercises and activities
Enrichment (E)
to practice their skills and demonstrate mastery
(to be completed after
receiving diagnostic Students will stay for after school tutoring to re assess
assessment results) *This will be updated based on student needs after each pre-test/assessment

Standards are listed in alphabetical /numerical order not suggested teaching order.
**I will reassess and re-loop in content that students may need extra help with
 Course Name: Math 2 Teacher: Ms. Martin Long Term Plan

UNIT 3: Radical and Rational Functions UNIT 3 LENGTH: 11 Days

UNIT 3 LEARNING GOALS
Students will explore and apply the properties of exponents
Write a function that describes a relationship between two quantities by building
square root functions with real solution(s) and inverse variation functions
Analyze, compare, and contrast quadratic, square root, and inverse variation
functions by generating different representations and solve radical systems of
equations both graphically and algebraically
*See individual unit plan for the standard and daily objective breakdown
Standards: F.BF.1, F.BF.3, F.IF.4, F.IF.7, F.IF.9, A.SSE.1a, A.SSE.1b, A.CED.1,
A.CED.2, A.CED.3, A.REI.1, A.REI.2, A.REI.11, N.RN.1, N.RN.2, N.RN.3
Based on student pre-test data, students will have modified Do Now questions
each day that will spiral in any prior knowledge skills students will need in this unit
and beyond.
Spiraling Individual students may need re-looping or re-teaching based on attendance and
need
Students will re-visit skills learned in unit 1 and unit 2 regarding transformations
and functions
Remedial (R)
Students will participate in online tutorials and re-teaching exercises and activities
Enrichment (E)
to practice their skills and demonstrate mastery
(to be completed after
Students will stay for after school tutoring to re assess
receiving diagnostic
*This will be updated based on student needs after each pre-test/assessment
assessment results)

Standards are listed in alphabetical /numerical order not suggested teaching order.
**I will reassess and re-loop in content that students may need extra help with
 Course Name: Math 2 Teacher: Ms. Martin Long Term Plan

UNIT 4: Similarity and Congruence UNIT 4 LENGTH: 16 Days

UNIT 4 LEARNING GOALS
Understand congruence in terms of rigid motions
Prove geometric theorems
Make geometric constructions
Determine if 2 figures are congruent by comparing corresponding parts
Angles and sides of isosceles and equilateral triangles have special relationships
*See individual unit plan for the standard and daily objective breakdown
Standards: G.CO.6, G.CO.7, G.CO.8, G.CO.9, G.CO.10, G.SRT.1b, G.SRT.1c,
G.SRT.1d, G.SRT.2, G.SRT.3, G.SRT.4
Based on student pre-test data, students will have modified Do Now questions
each day that will spiral in any prior knowledge skills students will need in this unit
and beyond.
Spiraling Individual students may need re-looping or re-teaching based on attendance and
need
Students will re-visit skills learned in unit 1, 2, and 3 regarding transformations and
functions
Remedial (R)
Students will participate in online tutorials and re-teaching exercises and activities
Enrichment (E)
to practice their skills and demonstrate mastery
(to be completed after
Students will stay for after school tutoring to re assess
receiving diagnostic
assessment results) *This will be updated based on student needs after each pre-test/assessment

Standards are listed in alphabetical /numerical order not suggested teaching order.
**I will reassess and re-loop in content that students may need extra help with
 Course Name: Math 2 Teacher: Ms. Martin Long Term Plan

UNIT 5: Trigonometry UNIT 5 LENGTH: 7 Days

UNIT 5 LEARNING GOALS
Understand similarity in terms of side ratios
Define trigonometric rations
Use the Pythagorean Theorem to create and solve problems involving right
triangles in terms of context
Use theorems about triangles to prove relationships in geometric figures and
develop properties of special right triangles to solve problems.
*See individual unit plan for the standard and daily objective breakdown
Standards: A.SSE.1a, A.CED.1, G.SRT.4, G.SRT.6, G.SRT.8, G.SRT.12, G.CO.10
Based on student pre-test data, students will have modified Do Now questions
each day that will spiral in any prior knowledge skills students will need in this unit
and beyond
Spiraling Individual students may need re-looping or re-teaching based on attendance and
need
Students will re-visit skills learned in unit 1, 2, 3 and 4 regarding transformations,
similarity, proofs, and functions
Remedial (R)
Students will participate in online tutorials and re-teaching exercises and activities
Enrichment (E)
to practice their skills and demonstrate mastery
(to be completed after
Students will stay for after school tutoring to re assess
receiving diagnostic
*This will be updated based on student needs after each pre-test/assessment
assessment results)

Standards are listed in alphabetical /numerical order not suggested teaching order.
**I will reassess and re-loop in content that students may need extra help with
 Course Name: Math 2 Teacher: Ms. Martin Long Term Plan

UNIT 6: Probability UNIT 6 LENGTH: 12 Days

UNIT 6 LEARNING GOALS
Understand and evaluate random processes underlying statistical experiments
Evaluate reports based on data.
Understand independence and conditional probability and use them to interpret
data
Use the rules of probability to compute probabilities of compound events
*See individual unit plan for the standard and daily objective breakdown
Standards: S.IC.2, S.CP.1, S.CP.3, S.CP.3a, S.CP.3b, S.CP.4, S.CP.5, S.CP.6,
S.CP.7, S.CP.8
Based on student pre-test data, students will have modified Do Now questions
each day that will spiral in any prior knowledge skills students will need in this unit
and beyond
Spiraling Individual students may need re-looping or re-teaching based on attendance and
need
Students will re-visit problem solving skills learned in unit 1, 2, 3, and 4 in order to
solve real-world problems
Remedial (R)
Students will participate in online tutorials and re-teaching exercises and activities
Enrichment (E)
to practice their skills and demonstrate mastery
(to be completed after
Students will stay for after school tutoring to re assess
receiving diagnostic
assessment results) *This will be updated based on student needs after each pre-test/assessment

Standards are listed in alphabetical /numerical order not suggested teaching order.
**I will reassess and re-loop in content that students may need extra help with