Advanced Algebra II

Syllabus Addendum for Advanced Algebra II

Assignments, Daily Work, Homework 20%

Summative Assignments & Assessments 40%

(Summative Assessments can be retaken.

Major papers & final exam will not be reassessed.

Final exam will not include previously unassessed material).

Formative Activities (quiz, project) 40%​

A student’s final grade in this class is a measure of his or her understanding of the standards listed in our syllabus.

Advanced ALGEBRA II

2013-2014

Teacher: Ms. Aleta Kandle (Doss)

Phone Number: (503) 668-8011 ext. 7221

Email: aleta.kandle@ortrail.k12.or.us, (aleta.doss@ortrail.k12.or.us)

Course Description:

This course is an advanced second year Algebra course that integrates geometry and algebra. Included in the topics to be covered are quadratics equations, exponential equations, functions and systems of linear equations, matrices, polynomials, problem solving and trigonometry. Graphing calculators are required.

Course Goals:

By the end of this course the student will be able t

1. Solve and graph linear equations and systems of linear equations.

2. Apply matrices and determinants when solving equations.

3. Derive, understand, and apply the quadratic equation, exponential, logarithmic, polynomial equations.

4. Solve problems using sequence and series.

5. Solve problems involving quadratic relations and conic sections.

6. Simplify and solve powers, roots, radicals, and rational functions.

7. Solve problems applying counting methods, probability, data analysis, and statistics.

8. Apply trigonometric ratios, functions, graphs, identities, and equations.

Mathematical Practices: (Common Core State Standards)

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Benchmark Goals: (Common Core State Standards)

Number and Quantity

The Real Number System (N-RN)

• • Extend the properties of exponents to rational exponents

  • Use properties of rational and irrational numbers.

Quantities (N-Q)

• • Reason quantitatively and use units to solve problems

The Complex Number System (N-CN)

• • Perform arithmetic operations with complex numbers

  • Represent complex numbers and their operations on the complex plane

  • Use complex numbers in polynomial identities and equations

Vector and Matrix Quantities (N-VM)

• • Represent and model with vector quantities.

  • Perform operations on vectors.

  • Perform operations on matrices and use matrices in applications.

Algebra

Seeing Structure in Expressions (A-SSE)

• • Interpret the structure of expressions

  • Write expressions in equivalent forms to solve problems

Arithmetic with Polynomials and Rational Expressions (A-APR)

• • Perform arithmetic operations on polynomials

  • Understand the relationship between zeros and factors of polynomials

  • Use polynomial identities to solve problems

  • Rewrite rational expressions

Creating Equations (A-CED)

• • Create equations that describe numbers or relationships

Reasoning with Equations and Inequalities (A-REI)

• • Understand solving equations as a process of reasoning and explain the reasoning

  • Solve equations and inequalities in one variable

  • Solve systems of equations

Represent and solve equations and inequalities graphically

Functions

Interpreting Functions (F-IF)

· Understand the concept of a function and use function notation

· Interpret functions that arise in applications in terms of the context

· Analyze functions using different representations

Building Functions (F-BF)

• • Build a function that models a relationship between two quantities

  • Build new functions from existing functions

Linear, Quadratic, and Exponential Models (F-LE)

• • Construct and compare linear, quadratic, and exponential models and solve problems

  • Interpret expressions for functions in terms of the situation they model

Trigonometric Functions (F-TF)

• • Extend the domain of trigonometric functions using the unit circle

  • Model periodic phenomena with trigonometric functions

  • Prove and apply trigonometric identities

Interpreting Categorical and Quantitative Data (S-ID)

• • Summarize, represent, and interpret data on a single count or measurement variable

  • Summarize, represent, and interpret data on two categorical and quantitative variables

  • Interpret linear models

Statistics and Probability

Making Inferences and Justifying Conclusions (S-IC)

• • Understand and evaluate random processes underlying statistical experiments

  • Make inferences and justify conclusions from sample surveys, experiments and observational studies

Conditional Probability and the Rules of Probability (S-CP)

• • Understand independence and conditional probability and use them to interpret data

  • Use the rules of probability to compute probabilities of compound events in a uniform probability model

Using Probability to Make Decisions (S-MD)

• • Calculate expected values and use them to solve problems

  • Use probability to evaluate outcomes of decisions

Text: Algebra II. Larson, Boswell, Kanold and Stiff. McDougal Litell Inc., 2007.

Materials:

Students need to bring a pencil with eraser, a notebook with paper, graphing calculator, daily planner, and a good learning attitude to class each day. Students will complete and correct their assignments and seek assistance as needed.

Calculators:

All students are expected to have their own graphing calculators. These need to be used in class and at home on a regular basis. The most popular model is the Texas Instrument 83-plus, but any model between the TI 83 – 89 will be accepted. Any model over the TI 89 will not be allowed.

Academic Behavior Expectations:

Advanced Algebra 2 is a demanding class that requires active student participation. I expect that each student will attend all class sessions and will come prepared and ready to learn. This means that each student will be in his or her seat by the start of the class period with a sharpened pencil, eraser, paper, a graphing calculator and a textbook; and will remain in their seats until the bell signals the end of class. Additionally, I expect that students will conduct themselves maturely and will respect their own right and the rights of their classmates to a sound math education.

Make-up test/work:

It is your responsibility to make-up the work you have missed. Please get all make-up work from me, a classmate, or check the assignment list before you leave or on the day you return to school. If you know ahead of time that you will be absent for a test, please notify me so that you can schedule a time to retake it outside of class time.

Grading Procedure:

Your grade for this class will be determined by:

80% tests, projects, and work samples on which students may not use notes/assignments

20% homework quizzes and quizzes on which students may use notes/assignments

Scale:

100-90% A

89-80% B

79-70% C

69-60% D

59-0% F

Homework is the most important method for students to acquire math skill and hence will be a major facet of this course. Answer are available (in the back of the textbook or included in most handouts) for student to check each assignment. Students are responsible to correct assignments and seek assistance when needed. Each Wednesday a homework quiz, or a quiz on which students may use notes and assignments, will be given.

Unit Test:

For each unit we will review one day, test and correct our tests. Students who mastered the concepts on the exam will work on a more in depth application of unit topics. If students desire to retest they will need to retake outside of class time.

Test Retakes:

Students may retake assessments after completing the retake form which includes:

1) A parent and student signature

2) Complete all assignments and additional review for retake.

3) A plan of how to study for future exams.

4) Arranging a time with their teacher to retake an exam OUTSIDE of class time.

***All retake assessments must be completed prior to the next unit test. If a student would like multiple assessments, he or she must schedule their time carefully to plan the moments needed to review and take each. He or she must frequently communicate with their teacher to complete all retake assessments prior to the next exam.

***All tests, retests and alternative assessments must stay in the classroom in individual student folders. Students may review and correct their work within the room.

Teacher Availability:

Except for meetings your teacher is available to help you before and after school daily. You are welcome to schedule ahead or you may simply drop by.

School Wide Policy:

Tardies: 0-10 minutes unexcused

10 minutes- end of class: absence unexcused

Tardy Response.

0-2 Warning

3 Call home

4+ Long form

Advancing to the next math class:

A grade of an A or B at the end of the second semester will allow a student to continue to Precalculus next year. A grade of a C or D will allow a student to continue to Trigonometry.