2014-2015 Class Syllabus Common Core Algebra 2 Textbook: Prentice Hall Classics Algebra 2 with Tigonometry Teacher: Ms. Sau Ying Chung Email: syc0934@lausd.net Phone: (323) 846 4700 Course Description COURSE DESCRIPTION Algebra II expands on the mathematical content of Algebra I and Geometry. There is no single unifying theme. Instead, many new concepts and techniques are introduced that will be basic to more advanced courses in mathematics and the sciences and useful in the workplace. In general terms the emphasis is on abstract thinking skills, the function concept, and the algebraic solution of problems in various content areas. Students who master Algebra II will gain experience with algebraic solutions of problems in various content areas, including the solution of systems of quadratic equations, logarithmic and exponential functions, the binomial theorem, and the complex number system. California Common Core State Standards Unit One A-CED 1 3 Modeling with Equations: Represent quantities involving expressions in modeling. A-CED 1 2 Create equations that describe numbers or relationships A-CED 3 4 Create equations that describe numbers or relationships . A-REI 2 Understand solving equations as a process of . reasoning and explain the reasoning. A-REI 3.1 Solve equations and inequalities in one variable.
Unit Two A-CED 1 3 Modeling with Equations: Represent quantities involving expressions in modeling. A-SSE 1 2 Interpret the structure of expressions. A-SSE 3 4 Write expressions in equivalent forms to solve problems. A-APR 1 Perform arithmetic operations on polynomials. A-APR 2 3 Understand the relationship between zeros and factors of polynomials. A-APR 4 7 Use polynomial identities to solve problems Unit Three F-BF1 , 3 Modeling to build Functions F-IF 4 6 Interpreting functions that arise in applications in terms of the context. F-IF 7 9 Analyzing functions using diferent representations. F-BF 1 Build a function that models a relationship between two quantities. F -BF 3 4 Build new functions from existing functions. F-LE 4 Construct and compare linear, quadratic and exponential models and solve problems. N-CN 1 3 Perform arithmetic operations with complex numbers. N-CN 7 9 Use complex numbers in polynomial identities and equations, Unit Four F-IF 1, 3 Choose trigonometric functions to model periodic phenomena. G-GPE 3.1 Translate between the geometric description and equation for a conic section. F-TF 1 2 Extend the domain of trigonometric functions using the unit circle. F-TF 5 Model periodic phenomena with trigonometric functions. F-TF 8 Prove and apply trigonometric identities. Unit Five S-IC 1-2 Decide if specifed model is consistent with result from a given data-generating process S-ID 4 Summarize, represent, and interpret data on a single count or measurement variable. S-IC 3, 4 Make inferences, and justify conclusions from sample surveys, experiments and observational models. S-MD 6 7 Use probability to evaluate outcomes of decisions Letter Grade The nal !oint total and you" #o"$ "eco"d #ill dete"mine you" nal %"ade. &ou" su'(ect %"ade #ill 'e lo#e"ed i) the #o"$ "e*ui"ement is not met. +hec$ the on,line %"ade 'oo$ )o" you" !oint total. The nal %"ade )o" -l%e'"a . is 'ased on #ei%hted cate%o"ies: Category Weight /ui00es 1 2inal test ,,,,,,, 304 P"o(ect ,,,,,,, .34 -ssi%nments1+lass #o"$ ,,,,,,, .34 5otes1 6a"m u! ,,,,,, .04 Pa"tici!ations ,,,,,,, .04 Grading Scale: - 7 90 8 .004 9 7 80 8 89 4 + 7 70 8 79 4 : 7 60 8 69 4 2 7 9elo# 39.34 Please note: the class of 201 and !eyond re"uire a grade of a C or a!o#e for credit in core classes. $%&ectati ons .. 9"in% note'oo$; sha"!ened !encils and othe" assi%ned mate"ials e<e"y day. The"e is no !ass to you" loc$e". 2. =nce the "st 'ell is hea"d; 'e seated; and do the 6a"m, u!. 3. Ta$e do#n notes e<e"y day and !a"tici!ate in class acti<ities. 4. :o you" 'est to ans#e"; !"actice and tu"n in the home#o"$ !"o'lems in a timely manne". Please go to tutoring if you are having difculties. Do not wait. Classroo' (ules .. 9E P>EP->E:. +ome to class "eady to #o"$ and #ith a !ositi<e and "es!ect)ul attitude. 2. ?T-& ?E-TE:. 2ollo# the assi%ned seatin% a""an%ement. ?tudents not in thei" seats a)te" the second 'ell #ill 'e ma"$ed ta"dy. &ou a"e held "es!onsi'le )o" you" des$. ?tudents standin% u! 'e)o"e the dismissal 'ell "in%s lose all the !oints ea"ned du"in% the day. 3. 9E =5 T@AE. -)te" the second 'ell; ta"dy students #ithout a !ass o" summons must stand at the 'ac$ o) the "oom until told to sit do#n. The schoolBs ta"dy !olicy is st"ictly )ollo#ed. 4. A-C@A@DE +E-?? T@AE. Fse o) Gall Pass is 'ased on teache"Bs disc"etion. 3. 2=+F? =5 EE->5@5H. Phones; ma$e,u!; iPods; and othe" elect"onic %ad%ets; )ood; Ia<o"ed d"in$s; and unnecessa"y stuJ a"e 5=T allo#ed du"in% class. 6. 9E +-EA and >E?PE+T2FE. @n cases o) <iolations and dis"u!ti<e 'eha<io"; conse*uences (detention; cont"act; conscation; !a"ent con)e"ence; "e)e""al to dean) #ill 'e im!lemented acco"din%ly. 7. 9EG-KE @5 -E@H5AE5T =2 TGE 2@KE P@EE->?: +ou"tesy; ?el), +ont"ol; >es!ect; @nte%"ity; and Pe"se<e"ance. )ssign'e nts @n,class -cti<ities: 6a"m,u!s; 5otes; Gandouts; +lass 6o"$; @ndi<idual L H"ou! 6o"$ -ssessments: P"etests; Gome#o"$ /ui00es; +once!t /ui00es; +ha!te" Test; )!sen ces @t is eMt"emely im!o"tant )o" students to 'e in class e<e"y day. ?tudents a"e eM!ected to 'e in school *+ o) the time. That means they can ha<e no mo"e than 7 a'sences total. 6hen a student is a'sent; it is his1he" "es!onsi'ility to in*ui"e a'out home#o"$ missed du"in% a'sences. - sli! )"om the -ttendance =Nce is "e*ui"ed )o" a'sent students to ma$e u! missed #o"$ o" a test. This ma$e,u! #o"$ must 'e done #ith,in a #ee$ o) the a'sence(s). Eate #o"$ may o" may not 'e %"aded; de!endin% on teache"Bs disc"etion. @t is the studentBs "es!onsi'ility to ma$e u! his1he" *ui00es and tests due to an eMcused a'sence(s The Co''on Core ,i-erence The shi)t )"om +- ?tate ?tanda"ds to +ommon +o"e ?tate ?tanda"ds (++??) "e!"esents an em!hasis on )ocus and cohe"ence. 6ith )e#e" to!ics to co<e"; students #ill ha<e mo"e time to focus and #o"$ dee!e" #ith s!ecic to!ics. +ontent to!ics a"e ca"e)ully se*uenced ac"oss the %"ades and the ++?? domains to c"eate a %"eate" coherence in ho# mathematics is tau%ht. 9esides the content standa"ds; ++?? also int"oduces 8 Aathematical P"actices ?tanda"ds. These content standa"ds and mathematical !"actice standa"ds #o"$ to%ethe" to de<elo! mathematical unde"standin%; eM!e"tise; s$ills; and $no#led%e 8 #hat students need to $no# and 'e a'le to do. (+- ++?? 2"ame#o"$; ! 3) 6hat this means )o" you child is a shi)t in #hat a student must demonst"ate to succeed. ?tudents must 'e a'le to sho# his1he" conce!tual unde"standin%O 'e com!utationally !"ocientO and 'e a'le to a!!ly #hat s1he has lea"ned. @nitially; students may "eact ad<e"sely to the demands o) "i%o" to thin$; !e"se<e"e th"ou%h !"o'lems; and de<elo! !"o'lem,sol<in% s$ills. Pa"ents #ill ha<e to nd ne# #ays to su!!o"t thei" child and encou"a%e him1he" to ta$e e<e"y o!!o"tunity to !"actice; %et hel!; and maste" the math !"actices and content standa"ds. No matter how much work s/he has completed, the student will pass the class only if s/he can demonstrate his/her conceptual understanding, procedural skill, math fuency, and apply what s/he has learned. The work counts in as much as it leads to understanding only. The standa"di0ed testin% has also chan%ed to "eIect this shi)t. ?tudents #ill 'e tested in the .. th %"ade o<e" thei" mathematical cou"se #o"$ )o" the !ast th"ee yea"s o) hi%h school. The test is no lon%e" a !a!e",and,!encil; multi!le, choice test only; 'ut an inte"acti<e on,line test that as$ )o" "es!onses that eM!lain "easonin% and solutions. The *uestions a"e also ada!ti<e meanin% that they chan%e to "eIect you" childBs a'ility and $no#led%e. Please %o on, line and loo$ at the "elease *uestion and1o" sam!le test at the ?ma"te" 9alance #e'site. -s students a"e eM!osed to ++?? in ea"ly %"ades; this t"ansition #ill 'e minimal. To hel!; ?chool oJe"s )"ee tuto"in% a)te" school )"om the math teache"s that a"e )amilia" #ith this cu""iculum shi)t. Please su!!o"t and encou"a%e you" child to %"o# and ada!t to this shi)t. Ay ho!e is to #o"$ #ith you to ma$e this yea" a !"oducti<e and success)ully yea". @ ha<e sho#n the sylla'us to my !a"ent1%ua"dian and #e ha<e "ead and unde"stood the class "e*ui"ements and "ules. PPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPP ?i%natu"e o) !a"ent1%ua"dian :ate PPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPP ?i%natu"e o) student :ate Class Sylla!us (ecei&t ++ Heomet"y Pe"iod: PPPPPPPPPPPPPPPP ?tudentBs 5ame PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP ?tudentBs Ao'ile Q PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP ?tudentBs ?i%natu"e PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP Pa"ent1Hua"dian PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP Gome1 Phone Q PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP 6o"$1+ell Phone Q PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP Email o) PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP Pa"ent1Hua"dian ?i%natu"e PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP :ate PPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPP @s the"e anythin% you #ould li$e me to $no#R Please do not hesitate to email at syc0934@lausd.net