Minisink Valley High School
Teacher: Mr. Mark Sweatlock
Welcome to Algebra II. The focus of our course will be exploration and interpretation. We will be examining real-world problems and searching for patterns and searching for mathematical representations. Throughout the next ten months, we will build on our prior mathematical knowledge and form a stronger foundation for problem-solving skills applicable across all disciplines. Our course will focus on the following conceptual areas:
1. Numbers and Quantity
a. The Real Number System (N-RN)
b. Quantities (N-Q)
c. The Complex Number System (N-CN)
- Seeing Structure in Expressions (A-SSE)
- Arithmetic with polynomials and rational expressions (A-APR)
- Creating Equations (A-CED)
- Reasoning with Equations and Inequalities (A-REI)
- Expressing Geometric Properties with Equations (G-GPE)
- Interpreting Functions (F-IF)
- Building Functions (F-BF)
- Linear, Quadratic, and Exponential Models (F-LE)
- Trigonometric Functions (F-TF)
4. Statistics & Probability
- Interpreting Categorical and quantitative data (S-ID)
- Making inferences and justifying conclusions (S-IC)
- Conditional probability and the rules of probability (S-CP)
- Algebra can be used to model real-world problems.
- One solution may have many approaches.
- Patterns exist in the real world.
- Numbers extend beyond the real.
- How do mathematical models create a framework for understanding complex ideas?
- How is thinking abstractly different from thinking quantitatively?
- How do mathematical relationships provide the ability to predict outcomes and make decisions?
- In what ways can functions be similar/different from one another?
- What kinds of patterns commonly arise in our world?
- What is the benefit of describing these patterns mathematically?
- What makes a mathematical model useful?
Respect is an all-encompassing expectation that will allow all students to be productive in the classroom. In the classroom WE will have respect for each other, respect for the classroom, and respect for ourselves.
The following materials are needed for the course:
- (1) Three-Subject Spiral Notebook
- (1) Graphing Calculator
- (1) Ruler
- (1) Package of Graph paper
- PENCILS, PENCILS, PENCILS
- (1) Pocket Folder
Exams (50%): All unit exams are worth 5% of the total course grade. There will be 4 unit exams. The one mid-term examination and the Regents examination will each account for 15% of the course grade. Exam dates will be provided throughout the year.
Quizzes (15%): Weekly quizzes will be given each Friday. Each marking period, only the student’s best 8 quizzes will count.
Project-Based Learning Assignment (25%):In the spring, students will be required to create a mathematical model modeling a real-world problem. Students will write a four-page paper explaining the problem and how their model best represents the problem. Students will present their models in a 5-minute presentation to the class.
Participation (10%): In order to succeed in this course, students will need to be active and engaged learners. Participation is key to success in mathematics
Graded homework will not be given in this class. At the conclusion of each lesson, students will be given optional but recommended review problems. These problems are designed to allow students to monitor their progress. The problems strongly resemble those on the weekly quiz and thus it is strongly encouraged that the students utilize them to better prepare for the quizzes.
NOTE TO PARENTS/GUARDIANS:
It is my goal as a teacher to create a safe and engaging environment for all students to learn. I view it as vital to create strong relationships with both my students and their families. Please do not hesitate to contact me if you ever have a question. For an up to date view of our course please visit our course webpage: https://sweatlockmath.educatorpages.com