Doing the Math - JHU Mathematics - Johns Hopkins University
Doing the Math - JHU Mathematics - Johns Hopkins University
Doing the Math - JHU Mathematics - Johns Hopkins University
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Accuplacer Sample VSC Algebra II Additional Notes<br />
Skill Problem Topics<br />
Coordinate<br />
geometry<br />
Plane<br />
geometry<br />
The<br />
coordinate<br />
plane<br />
Straight lines<br />
Conics<br />
Sets of points<br />
in <strong>the</strong> plane<br />
Graphs of<br />
algebraic<br />
functions<br />
Applications<br />
and o<strong>the</strong>r<br />
algebra topics<br />
Complex<br />
numbers<br />
If <strong>the</strong> two square<br />
regions in <strong>the</strong><br />
figures below have<br />
<strong>the</strong> respective<br />
areas indicated in<br />
square yards, how<br />
many yards of<br />
fencing are needed<br />
to enclose <strong>the</strong> two<br />
regions?<br />
An equation of <strong>the</strong><br />
line that contains<br />
<strong>the</strong> origin and <strong>the</strong><br />
point (1, 2) is<br />
2.1.2 The student will identify <strong>the</strong> domain,<br />
range, <strong>the</strong> rule, or o<strong>the</strong>r essential<br />
characteristics of a function.<br />
2.4 The student will describe or graph notable<br />
features of a function using standard<br />
ma<strong>the</strong>matical terminology and appropriate<br />
technology.<br />
2.7 The student will use <strong>the</strong> appropriate skills to<br />
assist in <strong>the</strong> analysis of functions.<br />
1.1.1 The student will determine and interpret a<br />
linear function when given a graph, table of<br />
values, essential characteristics of <strong>the</strong> function,<br />
or a verbal description of a real-world situation.<br />
2.1.2 The student will identify <strong>the</strong> domain,<br />
range, <strong>the</strong> rule, or o<strong>the</strong>r essential<br />
characteristics of a function.<br />
2.4 The student will describe or graph notable<br />
features of a function using standard ma<strong>the</strong>matical<br />
terminology and appropriate technology.<br />
2.7 The student will use <strong>the</strong> appropriate skills to<br />
assist in <strong>the</strong> analysis of functions.<br />
2.1.2 The student will identify <strong>the</strong> domain, range,<br />
<strong>the</strong> rule, or o<strong>the</strong>r essential characteristics of a<br />
function.<br />
2.2 The student will perform a variety of operations<br />
and geometrical transformations on functions.<br />
2.2.3 The student will perform translations,<br />
reflections, and dilations on functions.<br />
2.4 The student will describe or graph notable<br />
features of a function using standard ma<strong>the</strong>matical<br />
terminology and appropriate technology.<br />
2.7.2 The student will perform operations on<br />
complex numbers.<br />
1.1.2.1<br />
APPENDICES<br />
Somehat missing; There is a<br />
set of VSC for geometry<br />
The coordinate plane is implicit<br />
in graphing—describe <strong>the</strong><br />
domain assumes knowledge of<br />
<strong>the</strong> plane.<br />
Not in VSC<br />
This is again implicit.<br />
Well covered<br />
Coverage here is somewhat<br />
weak.<br />
<strong>Doing</strong> <strong>the</strong> <strong>Math</strong> 61