Algebra 2 San Marin High School 2019-2020. Mrs. Taggard Room # 504 [email protected]
Welcome to Algebra 2 Website: mrstaggard.weebly.com
Welcome to a new year of math! In this course, you will learn to use new models and methods to think about problems as well as solve them. You will be developing powerful mathematical tools and learning new ways of thinking about and investigating situations. You will be making connections, discovering relationships, figuring out what strategies can be used to solve problems, and explaining your thinking. Learning to think in these ways and communicate about your thinking is useful in mathematical contexts, other subjects in school, and situations outside the classroom. The mathematics you have learned in the past will be valuable for learning in this course. That work, and what you learn in this course, will prepare you for future courses.
In meeting the challenges of this course, you will not be learning alone. You will cooperate with other students as a member of a study team. Being a part of a team means speaking up and interacting with other people. You will explain your ideas, listen to what others have to say, and ask questions if there is something you do not understand. In this course, a single problem can often be solved several ways. You will see problems in different ways than your teammates do. Each of you has something to contribute while you work on the lessons in this course.
Together, your team will complete problems and activities that will help you discover mathematical ideas and develop solution methods. Your teacher will support you as you work, but will not take away your opportunity to think and investigate for yourself. Each topic will be revisited many times and will connect to other topics. If something is not clear to you the first time you work on it, you will have more chances to build your understanding as the course continues.
Learning math this way has an advantage: as long as you actively participate, make sure everyone in your study team is involved, and ask good questions, you will find yourself understanding mathematics at a deeper level than ever before. By the end of this course, you will have a powerful set of mathematical tools to use to solve new problems. With your teammates you will meet mathematical challenges you would not have known how to approach before.
In addition to the support provided by your teacher and your study team, CPM has also created online resources to help you, including help with homework, and a parent guide with extra practice. You will find these resources and more at www.cpm.org.
We wish you well and are confident that you will enjoy this next year of learning!
Course Goals
Building on their work with linear, quadratic, and exponential functions, students extend their repertoire of functions to include polynomial, rational, and radical functions.2 Students work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. The critical areas for this course, organized into four units, are as follows:
Critical Area 1: This unit develops the structural similarities between the system of polynomials and the system
of integers. Students draw on analogies between polynomial arithmetic and base-ten computation, focusing on properties of operations, particularly the distributive property. Students connect multiplication of polynomials with multiplication of multi-digit integers, and division of polynomials with long division of integers. Students identify zeros of polynomials, including complex zeros of quadratic polynomials, and make connections between zeros of polynomials and solutions of polynomial equations. The unit culminates with the fundamental theorem of algebra. A central theme of this unit is that the arithmetic of rational expressions is governed by the same rules as the arithmetic of rational numbers.
Critical Area 2: Building on their previous work with functions, and on their work with trigonometric ratios and circles in Geometry, students now use the coordinate plane to extend trigonometry to model periodic phenomena.
Critical Area 3: In this unit students synthesize and generalize what they have learned about a variety of function families. They extend their work with exponential functions to include solving exponential equations with logarithms. They explore the effects of transformations on graphs of diverse functions, including functions arising in an application, in order to abstract the general principle that transformations on a graph always have the same effect regardless of the type of the underlying function. They identify appropriate types of functions to model a situation, they adjust parameters to improve the model, and they compare models by analyzing appropriateness of fit and making judgments about the domain over which a model is a good fit. The description of modeling as “the process of choosing and using mathematics and statistics to analyze empirical situations, to understand them better, and to make decisions” is at the heart of this unit. The narrative discussion and diagram of the modeling cycle should be considered when knowledge of functions, statistics, and geometry is applied in a modeling context.
Critical Area 4: In this unit, students see how the visual displays and summary statistics they learned in earlier grades relate to different types of data and to probability distributions. They identify different ways of collecting data— including sample surveys, experiments, and simulations—and the role that randomness and careful design play in the conclusions that can be drawn.
The curriculum is based on the California Common Core State Standards for Algebra 2. For access to the full text of the standards, go to http://www.cde.ca.gov/re/cc/
Course Objectives
- Combinations and permutations
- Investigation and Functions
- Transformations of Parent Graphs
- Equivalent Forms
- Solving and Intersections
- Inverses and Logarithms
- Graphing and Logarithms
- Trigonometric Functions
- Polynomials
- Randomization and Normal Distributions
- Series: Arithmetic and Geometric
- Simulating Sampling Variability
- Analytic Trigonometry
- *Sequences, Exponential Functions and Comparing Single-Variable Data
Text: Core Connections Algebra 2 by College Prep Math Author: Kysh, Dietiker, Sallee, Hamada, Hoey
Online Resource: www.cpm.org E book code:
Progress Reporting
Grades shall be reported at the end of each progress reporting period for all students. Progress reports will be mailed home and are accessible to parents online approximately every five/six weeks. Whenever a student falls below a C- after the second Progress Report for either semester, the teacher shall arrange a conference with the student’s parent/guardian and/or send a written report. (Board Policy 5121)
Behavior Expectations
To ensure that we have the best environment for a successful year of learning, the following rules will be followed and enforced.
- Involved: Be prepared to think, try, and work hard individually and in groups for this class
- Timely: Bell to bell learning (be in class before the bell rings, use your time in class to accomplish your math goals, and do not get out of your seat until I dismiss you. No door crowding in the last minutes!)
- Respectful: Treat all people and their belongings with respect (no foul language or put downs), and do not disrupt or interfere with others learning.
- Clean Environment: Keep the classroom clean: No Food, No Gum, No Drinks (capped water is okay)
- Follow all school rules (i.e. NO ELECTRONICS! Show academic integrity, dress appropriately, no hats,
- Supplies Used In This Course:
- Three ring binder with loose leaf and graph paper
- Spiral graphing notebook
- TI 84calculator used at school
- Pencils and erasers
- Textbook
Class work and home practice: 15%
Quizzes: 15%
Tests/Projects: 50%
Final: 20%
Assessments . Every Unit there will be assessments. Tests will be spiraled (including old and new material). Projects will be given throughout the year. This category is weighted heavily (80%) so do take it seriously, practice by doing your assignments, participating in all activities, ask lots of questions, come get extra help, do projects on time, and study for your exams. To succeed in this class get help as you go, correct your problems, the more effort and time you put into the practice problems the better you perform on exams. Do not cram and expect to do well. Success comes from diligent, consistent accurate practice.
Policies
Make-Up Work- (for excused absences only)- It is your responsibility to get your make-up assignments/notes. There will be a procedure for obtaining any handouts or think book entries. It is best to try not to miss class. When you are absent, you miss out on the lesson information that you must do on your own.
Unexcused absences and cuts will not be allowed to make-up anything missed and will take a zero in the grade book. Do not miss class!
Study Buddies- I am not your only resource: As a precaution you should get 2 other student’s numbers from this class for assignment information, notes, and/or a study sessions.
Student #1 ______________________________________ Student #2 __________________________________
Tardiness- Be on time! Have all your supplies, and sit in your assigned seat, when the bell rings. I believe students benefit from being in class from start to finish. I will follow the school policy on tardiness.
Extra Help Times-
Feel free to contact me by email (preferred) or schedule a meeting with me in person. Preferable times would be lunch on Tuesdays or Thursdays.
Mrs. Taggard Email: [email protected]