Treasure Coast High School Algebra 1 - Ms. Webb's Math Class



Treasure Coast High School Algebra II/Alg II Honors

2011-2012

Ms. Webb’s Classroom Procedures

Course Description: The purpose of this course is to continue the study of algebra and to provide the foundation for applying algebraic skills to other mathematical and scientific fields. A scientific calculator will be integrated throughout the curriculum.

In mathematics, students will acquire the knowledge and skills to problem solve, communicate, reason, create models and make connections. (Algebra II Honors parallels Algebra II, but is more rigorous and includes additional topics.)

Major Concepts/Content:

The content should include, but not be limited to, the following:

• structure and properties of the complex number system

• arithmetic and geometric sequences and series

• relations, functions and graphs extended to polynomial, exponential, and logarithmic functions

• varied solution strategies for linear equations, inequalities, and systems of equations and inequalities

• varied solutions strategies, including the quadratic formula, for quadratic equations

• conic sections and their applications

• data analysis, including measures of central tendency and dispersion

• probability, permutations, and combinations

Tardies

You will be marked tardy if you are not in the classroom when the bell rings

Textbooks

Bring all required materials to class daily

Homework Assignments

Homework will be given daily and will be written on the board and verbalized. We will regularly check the assignments in class. I will always check that every student has attempted each problem with work shown which will give you credit for the homework. If I find that is not the case with some students, I will collect all students’ work instead of students checking in class. Do not be that student! I will still collect homework to check for understanding and accuracy. It’s expected that the work will be done for the next class day unless otherwise specified.

Sharpening Pencils, and Cleaning Up

No one is to go to the pencil sharpener (or be out of their seat) when the teacher or classmate is talking. No “free throws” in the garbage and ask to leave your seat to get up and throw your garbage away. Always clean up around your seat before you leave.

Late Assignments

Not Accepted.

Make-Up Work

Students will be allowed to turn in any work that was missed as a result of an absence. Student has 1 day to make up the work for each day absent, not including the day of return. Makeup work for unexcused absences (U) will receive a maximum grade of 59%. It is your responsibility to find out what you missed via “homework buddies”-other students, mswebbmath., or the absent folder in class. You may ask me to clarify what was assigned when you were gone if you are still unclear. You may get notes from other students to aid in the understanding of concepts learned or use mswebbmath. to look at class notes.

Substitutes

Misbehavior for a substitute will result in disciplinary action. I expect you to treat guests in our building with respect and courtesy.

Silence Signal

When my hand goes up, everyone else should raise theirs and their discussions should stop. When the lights go off, that is also my signal that I need your attention right away.

Class Website

Algebra II Course Objectives

By the end of the 1st Quarter, the student will be able to say:

• I can use the two points given to find the slope, and then the point-slope formula to find the equation.

• I can use the same slope or the negative reciprocal in the point slope formula to find a new equation.

• I can tell the difference between substitution and elimination methods and use two methods to solve system of linear equations

• I can write systems of linear equations from word problems to solve them.

• I can use symbols for imaginary numbers and reduce and simplify expressions and equations.

• I can use graphs show absolute value equations and inequalities.

• I can predict the behavior of the graph of various types of functions.

• I can use the order of operations to combine functional equations and use graphs to show the results of operations on the functions.

• I can use algebraic principles to rearrange equations to isolate a specific variable.

• I can use graphs to show solutions to absolute value equations and inequalities.

• I can test mathematical statements by using substitution, logic and mathematical principles to see if they are true under some conditions, never true under any condition, or always true.

By the end of the 2nd Quarter, the student will be able to say:

• I can solve one function and use the solution as the input for the second.

• I can use graphing techniques to show how a graph moves when coefficients and constants change.

• I can use standard procedure to find the inverse of a function.

• I can break polynomials down into the two or more simpler factors.

• I can do long and synthetic division to find factors of polynomials.

• I can use graph paper and graphing calculators to show polynomial functions, and whether they start and end up or down.

• I can find the root answers and x-intercepts of functions by using various rules and formulas to test possible answers.

• Given roots, I can rebuild a polynomial expression by multiplication.

• I can explain how the roots, x-intercepts and factors are related, using graph paper and graphing calculators.

• I can test mathematical statements by using substitution, logic and mathematical principles to see if they are true under some conditions, never true under any condition, or always true.

By the end of the 3rd Quarter, the student will be able to say:

• I can use a calculator to estimate roots of polynomial functions.

• I can solve word problems using polynomial expressions.

• I can solve problems with binomials

• I can simplify complex fractions with binomial parts.

• I can simplify complex fractions with binomial parts by factoring and cancelling.

• I can use mathematical operations to simplify rational expression by combining like terms.

• I can use power rules to reduce or raise exponents and cancel to simplify rational expressions.

• I can use fractional exponents to represent radical expressions, and radical expressions to represent fractional exponents.

• I can use properties of exponents to simplify and solve binomial expressions under the radical.

• I can test mathematical statements by using substitution, logic and mathematical principles to see if they are true under some conditions, never true under any condition, or always true.

By the end of the 4th Quarter, the student will be able to say:

• I can find the constant term that changes a polynomial into a perfect square of a binomial.

• I can find the possible inputs and outputs for exponential and logarithmic functions and their inverses.

• I can reduce and find approximate answers for logarithmic expressions.

• I can graph exponential and logarithmic functions.

• I can solve logarithmic and exponential equations.

• I can solve problems with exponential rates of growth and decline.

• I can use the formula for the appropriate sequence to find the value of a term in the sequence.

• I can test mathematical statements by using substitution, logic and mathematical principles to see if they are true under some conditions, never true under any condition, or always true.

Algebra II Honors Course Objectives:

By the end of the 1st Quarter, the student will be able to say:

• I can tell the difference between substitution and elimination methods and use two methods to solve system of linear equations

• I can use symbols for imaginary numbers and reduce and simplify expressions and equations.

• I can use graphs show absolute value equations and inequalities.

• I can predict the behavior of the graph of various types of functions.

• I can use the order of operations to combine functional equations and use graphs to show the results of operations on the functions.

• I can tell the difference between substitution and elimination methods and use both methods to solve system of linear equations

• I can write systems of linear equations from word problems to solve them.

• I can use symbols for imaginary numbers and reduce and simplify expressions and equations.

• I can use graphs show absolute value equations and inequalities.

• I can predict the behavior of the graph of various types of functions.

• I can test mathematical statements by using substitution, logic and mathematical principles to see if they are true under some conditions, never true under any condition, or always true.

By the end of the 2nd Quarter, the student will be able to say:

• I can break polynomials down into the two or more simpler factors.

• I can do long and synthetic division to find factors of polynomials.

• I can use graph paper and graphing calculators to show polynomial functions, and whether they start and end up or down.

• I can find the root answers and x-intercepts of functions by using various rules and formulas to test possible answers.

• I can, given roots, rebuild a polynomial expression by multiplication.

• I can explain how the roots, x-intercepts and factors are related, using graph paper and graphing calculators.

• I can use a calculator to estimate roots of polynomial functions.

• I can solve word problems using polynomial expressions.

• I can decide which part of a graph should be shaded to show more than or less than answers to polynomial inequalities.

• I can use Pascal’s triangle to find coefficients for binomial factors with large exponents.

• I can test mathematical statements by using substitution, logic and mathematical principles to see if they are true under some conditions, never true under any condition, or always true.

By the end of the 3rd Quarter, the student will be able to say:

• I can use mathematical operations to simplify rational expression by combining like terms.

• I can use power rules to reduce or raise exponents and cancel to simplify rational expressions.

• I can use fractional exponents to represent radical expressions, and radical expressions to represent fractional exponents.

• I can use properties of exponents to simplify and solve binomial expressions under the radical.

• I can find the constant term that changes a polynomial into a perfect square of a binomial.

• I can solve and graph functions that change behavior at critical points.

• I can use a graphing calculator and rules of functions to graph and estimate roots and zeros.

• I can use the center point and radius to rebuild the equation and find the center point and radius from the equation for a circle.

• I can use the center point & radius from an equation of a circle to graph the circle, & find these in a circle graph & rebuild the equation.

• I can restate equations for conic sections in standard and general form, and identify the key elements.

• I can use a graphing calculator and graph paper to graph conic sections from equations or key elements.

• I can test mathematical statements by using substitution, logic and mathematical principles to see if they are true under some conditions, never true under any condition, or always true.

By the end of the 4th Quarter, the student will be able to say:

• I can find the possible inputs and outputs for exponential and logarithmic functions and their inverses.

• I can reduce and find approximate answers for logarithmic expressions.

• I can graph exponential and logarithmic functions.

• I can solve logarithmic and exponential equations.

• I can solve logarithmic expressions by dividing the logarithms.

• I can solve problems with exponential rates of growth and decline.

• I can determine whether a sequence of numbers is arithmetic or geometric.

• I can find the key elements of a sequence and substitute them in to the equation for the sequence.

• I can use the formula for the appropriate sequence to find the value of a term in the sequence.

• I can use the formulas to find the totals of partial and full sequences when possible.

• I can test mathematical statements by using substitution, logic and mathematical principles to see if they are true under some conditions, never true under any condition, or always true.

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