Algebra 2

Brian Hazlett
Date:

July 2014

Department: Mathematics
Credit Value: Full Year Course (1 credit)
Anticipated Grade Level(s): 10 and 11
Prerequisites: Satisfactory completion of Geometry and Algebra I. In exceptional
situations with teacher approval, this course can be taken simultaneously with
Geometry after the completion of Algebra I.
Course Description:
This Algebra 2 course is organized around families of functions; linear, quadratic,
exponential, logarithmic, radical, and trigonometric functions. Students will learn
about these functions and the rules, techniques, and procedures necessary to
manipulate and solve problems with these functions. In conjunction with this technical
knowledge students will develop an intuitive understanding of these functions; skills in
critical thinking, and creative problem solving as they apply these mathematic
concepts to real-world situations. Students will also start to explore secondary fields of
mathematics such as Combinatorics and Probability.
Aims & Goals:
o Students will have a fundamental understanding of algebra and its practical
applications.
o Students will be able to represent functional relationships graphically,
numerically, analytically, and with words and will be able to navigate between
these various representations.
o Students will understand linear, quadratic, exponential, logarithmic, radical, and
rational functions.
o Students will be able to model real-world situations using functions in order to
solve problems arising from those situations.
o Students will be able to think critically about mathematics and the application of
mathematics to real-world situations.
o Students will be prepared to study higher-level mathematics.

List of Textbooks and Supplemental Materials: Larson, Boswell, Kanold, and Stiff.
Algebra 2. Houghton Mifflin Harcourt Publishing Company, 2011.
Students are expected to bring a pencil, their math notebook, a calculator, their
assignments folder, and a computer to class every day. Failure to bring these materials
will have a direct impact on class participation, and repeated instances of not bringing
these materials will result in a demerit or other disciplinary action.
Grading Policy:
Grades will be given per assignment based on a point scale. Students final grade will
be the total points earned out of the total amount of possible points. While there are no
set points for every assignment, points will effectively break down as follows:

Problem Sets : ~ 10 points per assignment

Quizzes : ~25 points
Tests : ~50 points
Projects : ~50 points
Class Participation : ~50 points per term
Extra Credit : 1-5 points

Students will be given the opportunity to make up missing assignments throughout the
semester for partial credit. However, unless there is an exceptional reason, students
will not be able to make up Class Participation credit for missed days.
Problem Set Policy:
The class assignments will not be broken down as classwork or homework, but will
rather all be lumped together as Problem Sets. Problem sets will range from 1 to 3
sections of the book (or 2-5 class lessons), and will be assigned approximately once
per week. Problem sets turned in after they are do will receive an automatic deduction
of 25% per day (Note, this is in accordance with Woodstocks HW policy, as the 10%
per day is only for major assignments).
Students will assign themselves a grade for problem sets. The grades and expectations
are as follow

Check Plus

100%

Check

~85%

Check minus

~65%

One-half

~50%

Incomplete

0%

You are willing to wager

your grade that every
problem is 100% correct.
If you are wrong you will
likely get a check minus
You attempted every
problem, but you didnt go
out of your way to make
sure they are all correct.
Maybe you left part of the
hard problem blank
You left more than 1
problem blank and didnt
try to get help to figure it
out
You left multiple problems
blank. You can safely say
that completing the
assignment was not a
priority
You did not submit your
homework.

Some problem sets (~33%) will be collected and graded using a different rubric.
Problem can be graded numerous ways, including counting every problem as 1 point,
grading a randomly selected set of problems from the larger set, or in rare cases given
credit on a pass/fail basis.
Problem sets are to be done on separate paper in regular pencil. Problem sets not
done in pencil will not be accepted.
Students will be given time to work on problem sets in class, but will also be expected
to work on problem sets outside of class hours.
Problem sets will occasionally be spot checked for partial credit before they are due.
These will be announced the day before (for example, you are expected to have the
first 2 sections of the problem set done by Thursday).

Problem sets should have the date assigned, the date due, the students name, and
problem set number (1A, 2C, etc) written on the top.
Unless specifically stated, all work should be shown for every problem (even if the
problem has a multiple choice answer, there must be some work or explanation). Any
problem without the appropriate work shown will not be marked.
Further Assessment:
Students understanding of the material will be assessed via written exam at the
conclusion of each unit. Test questions will investigate students basic knowledge of
the rules, procedures, and skills introduced in this topic; students ability to use these
rules, procedures, and skills to solve problems presented graphically, numerically,
analytically, and in words; and students ability to think critically and creatively about
the topics presented. Selected topics will be explored further by way of practical or
open-ended problems, projects, or research at the discretion of the teacher.
Instructional Methods:
Lessons on each topic will include the following aspects:
Introductionindicates what students are expected to learn
Clear Presentation of rule(s), procedure(s), and/or skill(s) students must learn
Demonstration of how to use said rule(s), procedure(s), and/or skill(s)
Coached practice
Independent practice
Constructive feedback

Lengths of Units are Approximate

Semester 1
1. Functions and Lines (3 weeks)
a. Readings: Larson Algebra 2 2.1, 2.2, 2.3, 2,4; 6.3, 6.4
b. Content/Objectives:
Introduce set and function notation.
Develop an intuitive understanding of the concept function.
Use linear functions to explore how to represent the same function
graphically, numerically, algebraically, and in words.
Learn to use algebraic operations to combine functions.
Learn to combine functions by composition and develop an intuitive
understanding of composite functions.
Develop an intuitive understanding of inverse functions and be able
determine an inverse function graphically, numerically, and, for linear
functions, analytically.
Use Microsoft Excel to explore composite functions.
2. Exponential and Logarithmic Functions (5 weeks)
a. Readings: Larson Algebra 2 Chapter 7
b. Content/Objectives.
Develop an intuitive understanding of exponential growth, decay.
Learn general equation for exponential functions.
Graph exponential functions.
Apply exponential functions to problems of interest, inflation, and
population growth.
Introduce and develop an intuitive understanding of Eulers constant e via
continually compounded interest.
Develop an intuitive understanding of logarithms as the inverses of
exponential functions.
Graph logarithmic functions.
Be able to use logarithms of any base and to change from any base to
common or natural logarithms.
Know when to choose common and natural bases.
Be able to solve exponential and logarithmic equations.

3. Power and Root Functions (2 weeks)

a. Readings: 6.1, 6.2, 6.5, 6.6, 5.1
b. Content/Objectives:
Develop an intuitive understanding of power function by seeing the square
function as area, the cube function as volume etc.
Graph even and odd functions and recognize their respective symmetries.
Understand root functions as inverses of power functions.
Recognize that root functions can be rewritten with fractional exponents.
Solve radical equations.
4. Quadratic Functions and Factoring (3 weeks)
a. Readings: Larson Algebra 2 Chapter 4
b. Content Objectives:
Graph quadratic functions in standard and vertex form.
Solve quadratic equations by factoring, completing the square, and the
quadratic equation.
Develop an understanding of complex numbers and the ability to perform
arithmetic operations with complex numbers.
Use complex numbers in the solution of quadratic equations.
5. Linear Systems and Matrices (2 weeks)
a. Readings: Larson Algebra 2 Chapter 3
b. Content/Objectives:
Solve linear systems in two variables graphically and algebraically.
Understand why systems of equations are used and how to write systems of
equations to model real-world scenarios.
Perform basic matrix operations, evaluate determinates and inverse
matrices, use inverse matrices to solve matrix equations.
Semester 2
6. Trigonometry (4 weeks)
a. Readings: Larson Algebra 2 Chapter 13, 14.1, 14.2, 14.3
b. Content/Objectives:
Evaluate trigonometric functions of any angle.
Understand how trigonometric functions are related to ratios in a right
triangle.

Apply the law of sines and cosines, understand the proofs of these rules.
Understand and use radian measure.
Graph sine, cosine, and tangent functions.
Understand and use basic trigonometric identities.

7. Counting Methods and Probability (3 weeks)

a. Readings: Larson Algebra 2 Chapter 10
b. Content/Objectives:
Students will learn when to and how to use permutations and combinations,
how to find probabilities of simple, complex, joint and disjoint events, and
will learn how to construct binomial distributions
8. Data Analysis and Statistics (1 week)
a. Readings: Larson Algebra 2 Chapter 11
b. Content/Objectives: finding measures of central tendency and dispersion
including mean, median, mode, range, standard deviation; using normal
distributions, working with samples.
9. End of Year Problem Set (3 weeks)
A group of large-scale problem sets that students will have independent time to work
on. Students will be able to choose which sets to work on and will be given a grade
based solely on completion. Incomplete problem sets will not be accepted.

Rubric for Scoring Mathematics Mr. Hazlett

This is the rough rubric that will be used to assess projects and performance tasks. Some
assignments will not include parts of this rubric (such as strategy or graphing).
Understanding the Problem
4Identifies special factors that influenced the approach before starting the problem.
3Understands the problem.
2Understands enough to solve part of the problem or to get part of the solution.
1Does not understand the problem enough to get started or make progress.
0No attempt/insufficient evidence.
Mathematical Knowledge
4Shows complete understanding of the problems mathematical concepts and principles. Uses
appropriate mathematical terminology and notation, including labels as appropriate.
Executes algorithms completely and correctly.
3Shows nearly complete understanding of the problems mathematical concepts and
principles. Uses nearly correct mathematical terminology and notation. Executes algorithms
completely. Computations are generally correct, but may contain minor errors.
2Shows understanding of some of the problems mathematical concepts and principles. May
contain serious computation errors.
1Show very limited understanding of the problems mathematical concepts and principles.
May misuse or fail to use mathematical terms. May contain major computational errors.
0Shows no understanding of the problems mathematical concepts and principles.
Strategy
4Approach is efficient or sophisticated.
3Approach works for the problem.
2Approach only leads to solving part of the problem.
1Approach does not work.
0No attempt/insufficient evidence.
Support
4Gives a complete written explanation of the solution process employed. Includes appropriate
and compete diagram with explanation of elements. May provide examples and counter
examples if appropriate.
3Gives a fairly complete written explanation of the solution process employed. May contain
some minor gaps. May include a nearly compete diagram with some explanation.
2Gives some explanation of the solution process employed, but communication is vague or
difficult to interpret. May include diagram that is flawed, unclear, or not explained.
1Provides minimal explanations of solution process. May fail to complete or may omit
significant parts of the problem. Explanation missing or difficult to follow. May include a
diagram which incorrectly represents the problem situation or diagram may be unclear and
difficult to interpret.

0-

Writing does not reflect problem or no writing is given. May include diagram which
completely misrepresents the problem situation.

Graphing
4Graph is appropriately titled. Axes are labeled with appropriate units and an appropriate,
consistent scale is used. All curves and points of interest are labeled. The graph is correctly
shaped (gradient and concavity). Graph is very neat and easy to read.
3Like a 4 graph, but one of the following (title, units, labels) is missing or incorrect.
2Like a 4 graph but two or more of the following (title, units, labels) is missing or incorrect.
Or shape or scale of graph is incorrect. Or graph is sloppy and difficult to read.
1Shape or scale of graph is incorrect and graph is missing title, or units, or labels, or some
combination thereof. Graph is very messy and difficult to read.
0Graph is illegible, nonexistent, or does not adequately represent problem.