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ALGEBRA 2
Ms. C Dsouza
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Course Review
This is a rigorous course designed to complete a year- long Algebra II class where students make sense of Mathematics in real-world situations. The Core Curriculum revolves around three fundamental principles:
1. Initial learning of a concept is best with cooperative group strategies.
2.Integration of knowledge is best when the student is engaged with many ideas built around a core idea.
3. “Spiralling” which means spaced practice helps long-term retention and transfer of knowledge.
Semester grade:
40% exams, 20% quizzes, 5% project(s), 5% notebook 25% class work, 5% homework.
QUIZZES/TESTS
Every week on Fridays, there is a small quiz on material of the previous week. While these count for no more than 10-15 points each, they will heavily influence your grade.
Tests will occur periodically after the completion of a unit and are represented by the material on the quizzes. If you were absent for a quiz, you need to return to CB2 at nutrition or lunch the following day to MAKE IT UP OR YOU WILL RECEIVE A ZERO SCORE.
Please note I tutor after school on Wednesdays and Thursdays from 3.30-4.30 pm. YOU SHOULD ATTEND TUTORING EARLY ON TO CATCH UP FAST.
Occasionally your notebooks will be collected for points. IT IS IN YOUR INTERESTS TO HAVE A DEDICATED MATH NOTEBOOK WHICH YOU BRING DAILY TO CLASS AND MAINTAIN AS SPECIFIED
Please try to have good attendance and on-time skills
Course Materials
Springboard,Algebra 2 (Common Core Text)
Notebook, loose paper for class work submission, Common Core pages torn out as directed in advance, graph paper, ruler, pencils and calculator.
Occasionally we will use other resources for additional practice. Students must label each piece of work with the date, the page and problem numbers and their name and specify whether class work or homework.
Classroom Behavior
The student is expected to demonstrate mature, polite behavior and extend courtesy to everyone at all times;
1. Respect is to be shown for all NHHS property.
2. No food or beverages will be permitted in the classroom, except during Period 2.
3. Warnings for behavior/ discipline problems will be given once. Any further problems will result in a phone call to the parents(s) or guardian(s) and possible dismissal from the class.
4. The student must bring a signed note from the parent/guardian for each absence
Cheating
Cheating is a reprehensible act subject to a zero tolerance policy. For those in doubt about what is considered cheating, here are a few examples:
1. Glancing at another’s quiz or test.
2. Talking (in ANY language).
3. Using notes, opening a textbook and/or notebook.
Course Description
Topics to be taught will include: solving equations and inequalities involving absolute value; solving systems of equations; graphing, factoring; functions; complex numbers; solving quadratic equations using various methods; operations with polynomial; rational numbers and radicals; the fundamental counting principle to compute combinations and permutations; using combinations and permutations to compute probabilities; using the binomial theorem; fractional exponents; exponential functions; logarithms; series an sequences; and conic sections.
Course Objective
- 1.0 Students solve equations and inequalities involving absolute value.
- 2.0 Students solve systems of linear equations and inequalities (in two or three variables) by substitution, with graphs, or with matrices
- 3.0 Students are adept at operations on polynomials, including long division.
- 4.0 Students factor polynomials representing the difference of squares, perfect square trinomials, and the sum and difference of two cubes.
- 5.0 Students demonstrate knowledge of how real and complex numbers are related both arithmetically and graphically. In particular, they can plot complex numbers as points in the plane.
- 6.0 Students add, subtract, multiply, and divide complex numbers.
- 7.0 Students add, subtract, multiply, divide, reduce, and evaluate rational expressions with monomial and polynomial denominator and simplify complicated rational expressions, including those with negative exponents in the denominator.
- 8.0 Students solve and graph quadratic equations by factoring, completing the square, or using the quadratic formula. Students apply these techniques in solving word problems. They also solve quadratic equations in the complex number system.
- 9.0 Students demonstrate and explain the effect that changing a coefficient has on the graph of quadratic functions; that is, students can determine how the graph of a parabola changes as a, b, and c, vary in the equation.
- 10.0 Students graph functions and determine the maxima, minima, and zeros of the function.
- 11.0 Students prove simple laws of logarithm.
- 11.1 Students understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.
- 11.2 Students judge the validity of an argument according to whether the properties of real numbers, exponents, and logarithms have been applied correctly at each step.
- 12.0 Students know the law of fractional exponents, understand exponential functions, and use these functions in problems involving exponential growth and decay.
- 13.0 Students use the definition of logarithms to translate between logarithms in any base.
- 14.0 Students understand and use the properties of logarithms to simplify logarithmic numeric expressions and t identify their approximate values.
- 15.0 Students determine whether a specific algebraic statement involving rational expressions, radical expressions, of logarithmic of exponential functions is sometimes true, always true, or never true.
- 16.0 Students demonstrate and explain how the geometry of the graph of a conic section (e.g. asymptotes, foci, eccentricity) depends on the coefficients of the quadratic equation representing it.
- 17.0 Given a quadratic equation of the form, students can use the method for completing the square to put the equation into standard form and can recognize whether the graph of the equation is a circle, ellipse, parabola or hyperbola. Students can then graph the equations.
- 18.0 Students use fundamental counting principles to compute combinations and permutations.
- 19.0 Students use combinations and permutations to compute probabilities.
- 20.0 Students know the binomial theorem and use it to expand binomial expressions that are raised to positive integer powers.
- 21.0 Students apply the method of mathematical induction to prove general statements about the positive integers.
- 22.0 Students find the general term and the sums of arithmetic series and for both finite and infinite geometric series.
- 24.0 Students solve problems involving functional concepts, such as composition, defining the inverse function and performing arithmetic operations on functions.
- 25.0 Students use properties from number systems to justify steps in combining and simplifying functions. Students will solve and graph linear and quadratic equations and inequalities
- PS 1.0 Students know the definition of the notion of independent events and can use the rules for addition, multiplication, and complementation to solve for probabilities of particular events in finite ample spaces.
- PS 2.0 Students know the definition of conditional probability and use it to solve for probabilities in finite sample spaces.
- PS 7.0 Students compute the variance and standard deviation of a distribution of data.
NHHS Electronics Policy
Cell phones, music players and headphones are not permitted to be used during class hours.
a. Please put your cell phone on silent (NOT vibrate).
b. No texting is allowed during class.
You will be given one verbal warning if the above is not followed. Should a second warning be necessary, your cell phone, music player and/or headphones will be confiscated and held by the teacher until after class. If a third time occurs, your cell phone, music player and/or headphones will be confiscated and held in the Deans office and MUST BE PICKED UP BY A PARENT.
Student name______
Student signature______
Date______
Parent/ Guardian name______
Parent/ Guardian signature______
Date______
Phone______
E-mail______
After reading through the syllabus, please sign and date and have your student return it to class. The signature constitutes your commitment to the class as we partner to make the next five weeks a life-long, educational experience for your student.
Student/ Parent Agreement:
Please bring this signed and dated Algebra IIAB syllabus agreement to class tomorrow. If you do not understand any portion of this syllabus, or if you have any questions regarding this class, please do not hesitate to email the teacher.
We have read and understand the contents of this syllabus.
Student name______
Student signature______
Date______
Parent/ Guardian name______
Parent/ Guardian signature______
Date______
Phone______
E-mail______