Gervais High School

Gervais School District

Department of Mathematics
Preparing students to meet the demands of a diverse and global community through critical thinking.
Course Title:
Instructor:
Room:
Phone:
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Algebra 2
Brad Simmons
8
503-792-3803
brad_simmons@gervais.k12.or.us

Course Description:
Algebra 2 builds on their work with linear, quadratic, and exponential functions, students extend their repertoire of functions to
include polynomial, rational, and radical functions. 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: 1).Polynomial, Rational, and Radical relationships; 2) Trigonometric functions; 3) Modeling; and 4)
Inferences and Conclusions from Data.

Essential Questions:
1.
2.

How does mathematics act as a coherent, useful, and logical subject that makes use of their ability to make sense of
problem situations?
Why are the mathematical practices (see Mathematical Practice Standards below) a fundamental requirement in a
twenty-first society (American and/or global)?

Course Outcomes:
At the end of this course, students will be able to demonstrate the following Common Core State Standards for mathematics:
Perform arithmetic operations with complex numbers.
Use complex numbers in polynomial identities and equations.
Interpret the structure of expressions.
Write expressions in equivalent forms to solve problems.
Perform arithmetic operations on polynomials.
Understand the relationship between zeros and factors of polynomials.
Use polynomial identities to solve problems.
Rewrite rational expressions.
Understand solving equations as a process of reasoning and explain the reasoning.
Represent and solve equations and inequalities graphically.
Analyze functions using different representations
Extend the domain of trigonometric functions using the unit circle.
Model periodic phenomena with trigonometric function.
Prove and apply trigonometric identites.
Create equations that describe numbers or relationships.
Interpret functions that arise in applications in terms of a context.
Analyze functions using different representations.
Build a function that models a relationship between two quantities.
Build new functions from existing functions.
Construct and compare linear, quadratic, and exponential models and solve problems.
Summarize, represent, and interpret data on single count or measurement variable.
Understand and evaluate random processes underlying statistical experiments.
Make inferences and justify conclusions from sample surveys, experiments and observational studies.
Use probability to evaluate outcomes of decisions.

Common Course State Standard Math Practice 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

Text:
Charles, Hall, Kennedy, et al (2011). ALGEBRA 2: FOUNDATIONS SERIES. Prentice Hall.

Course Outline and Expectation

Class expectations: all students will communicate mathematical ideas and concepts through reading and writing, through graphic
representation, and through oral communication/presentation. Students will also be expected to sufficiently demonstrate skills in
problem solving and logical reasoning in the completion and application of mathematics in real life situations. Students will be
responsible for their own learning that will be facilitated and designed by the instructor. Students will be held to a high standard of
achievement and come ready to actively participate every day. Unit Plans will be given to students prior to the beginning of each unit.
These plans will provide the specific goals, expectations, and objectives for student to plan their studies.
Course Topic Plan
WEEK
1 - 18

UNIT
TOPIC
SUB-TOPIC
Polynomial, Rational, & Radical Relationships
Quadratics with complex roots
Perform arithmetic operations on polynomials
- Polynomial parts and identities
Solve polynomial problems
- Binomial Theorem
- Factoring and use of equivalent forms
- Factor and Remainder Theorems
- Fundamental Theorem of Algebra
Sums of geometric series
Operations and properties of rational equations
Rational equations
- Quotient & Remainder form
- Solve rational and radical equations

18 - 24

Trigonometric Functions
Radian measures and the trigonometric function domain
Radian values for the unit circle
Modeling periodic phenomena
Prove trigonometric identities

25 - 32

Probability & Statistics

Summarize, represent, and interpret standard deviations and normal distributions
Compare and contrast statistical theoretical foundations and experimental reliability
Make inferences and justify results from sample surveys, experiments, and studies

33 - 36

Year end Projects and Assessments

Used All Year

Problem Solving and Modeling

Create and represent equations/functions to solve text based problems
Create and represent equations/functions to solve data based problems
Analyze, compare, and synthesize equations/functions of various forms, representations,
and transformations

Attendance & Tardy Policy:

Notes are to be presented at the school office and must contain the following information: 1) Date of absence(s) on the note and when
it was written; 2) Name of pupil; 3) Brief reason for absence; 4) Complete signature of parent or guardian.
Students will be held responsible for arranging with teachers to make up work missed for absences.
Any tardy over 5 minutes may be counted as an absence.
Any student arriving late to school without a note with an inexcusable reason for the tardy will receive a detention. Students that fail
to report to detention are subject to other consequences (i.e., Saturday School, ISS, or work crew). Students with three or more
unexcused tardies each week will be given a detention. You are considered tardy if you are not in your seat and prepared to learn
when the bell rings.

Grading Procedure:
Grades will be based on your performance on tests (worth 70% of your final grade), classwork/homework (worth 30% of
your final grade) in which points for your participation in small groups, and your work for projects and experiments will be included.
Assessments will occur upon completion of units of study. Other formative assessments will occur regularly throughout each unit.
Additionally, problem solving work samples, based on appropriate content, will be used to help assess content and the Mathematics
Practice Standards multiple times throughout the year. If absent (excused), the student is required to make up homework and/or tests
within one weeks time (late work will be reduced by 50% of the total score) from the students day of return to school. If it is an
unexcused absence a grade of 0 will be automatically given for homework, classwork, or tests given or due at the time of the
unexcused absence.
Grading of the problem solving work samples will be done on a six point scale that reflects proficiency as defined by the
Common Core State Standards. Two measures of grading will be used: 1) Content focused grading; 2) Proficiency focused grading.
Content focused grading will represent assessments that are tied to content knowledge. These will be represented as letter grades.
Proficiency focused grading will represent assessments that are tied to C.C.S.S. requirements. These will be represented as 1) Exceeds
Mastery, 2) Mastery, 3) Proficient, 4) Nearly Proficient, & 5) Developing.