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Dr.

Maya Angelou High School


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

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