Syllabus

Students will develop proficiency with algebraic expressions including linear, quadratic, exponential, logarithmic, and polynomial functions. These are used as tools for understanding real-world applications of mathematics. The course utilizes previous work in geometry with measurement formulas and transformations. // Prerequisite: Honors Geometry or proven excellence and earned permission. //
 * Algebra 2 Course Description: **

//**Honors and Advanced Courses: **// All courses have high expectations, but there are different prerequisites and expectations for Honors and Advanced courses. Compared to regular mathematics courses, students in Honors or Advanced courses should expect to encounter topics at a faster pace, which will be investigated in greater depth. Students in an advanced or honors class can expect a greater emphasis on conceptual understanding and abstract thinking with less focus on review and practice. Beyond the expectations of regular mathematics courses, students are expected to be more self-motivated as well as interested in devoting time and energy towards more challenging and thought provoking problems. ** Book: ** We will be using the McDougal Littell Algebra II text. In general, students do not need to bring their textbook to class because they will have access to an online version of the text. We will begin the year with a probability unit which will utilize an OneNote textbook written by Mr. Michael Gibson that will be made available to the students.

// Mathematics is not a spectator sport! // Students must come prepared and get involved to really gain an appreciation and understanding of the mathematics.
 * Supplies: **

For each class, you need to bring the following in your backpack:
 * Tablet PC
 * Pencil(s) with eraser
 * Paper
 * Folder
 * Calculator

Assessments will both challenge and acknowledge a wide variety of talents, abilities, energies, interests, and learning styles. The aim is for students to share and build upon what they do know, not just to point out what they do not know. Trimester grades will calculated based on the following categories:
 * Grading Policy: **
 * Tests/Quizzes 60%
 * Graded Assignments 20%
 * Homework 20%

Most in-class tests/quizzes will contain questions that should be familiar to all students and also unfamiliar questions that are based on material covered in class. Roughly each assessment is made up of 70-80% of the familiar type and 20-30% of the unfamiliar type. The level of difficulty ranges from easy to challenging within each of these two areas. Tests will typically be worth twice as many points as quizzes.
 * Tests/Quizzes: **

For every test and quiz, review problems will be posted several days before the given assessment, and solutions to these problems will be available to you in advance of the assessment as well. These problems differ from classwork and homework in that failing to understand these problems without seeking help will affect your grade much more quickly and dramatically.

Graded assignments will serve as an additional means to illuminate and explore concepts in greater detail than in homework. Collaboration with other students is fine, but when a student writes up her or her work, it needs to be in that student’s own words and represent that student’s own thought process. Please feel free to ask questions as the year progresses if you feel unsure about how much collaboration is too much. Your work on graded assignments should reflect academic and personal integrity as well as prepare you for individual tests and quizzes.
 * Graded Assignments: **

You will be assigned homework at the end of most classes this year. The purpose in doing so is to give you an opportunity to think about the material we discussed in class and to work through some problems on your own. Although you may find some problems difficult, you are expected to attempt to complete each problem and to make notes of specifically where you became confused. You should show your work on homework and include any/all diagrams that go with the problems. You may work together on homework (unless otherwise noted), but you cannot copy each other’s work or answers. The HW grading scale is as follows: 0 – didn’t attempt/can’t find it/dog ate it/answers without any work 1 – attempted some but not all 2 – attempted all of the assigned problems with legitimate effort
 * Homework: **

It is your responsibility to turn in all assignments at the beginning of class on the given due date. Late assignments will be marked down significantly for missing the deadline. It is extremely important for you to stay current with the material so that you can contribute and participate in class discussions. Accordingly, meet your deadlines. If you know that you will not be able to complete an assignment on time, you must speak to me //**prior**// to the day the assignment is due. Extensions will be granted on a case-by-case basis.
 * Late Assignments: **

Students are expected to make up all missed homework within the number of class days that they were absent. It is the student’s responsibility, without my reminder, to show me any homework assignments that were checked during an absence. Students missing the review day for a test will be expected to take the test with the rest of the class. Students that miss school on the day of a test will be expected to take the test on the day that they return. It is the student’s responsibility to contact me and arrange a time to make-up the test. All other assignments must be turned in on the due date or the day a student returns to school. Extended absences will be handled on a case by case basis.
 * Make-up work due to absences: **

In order for this course to be as meaningful, worthwhile, and engaging as possible, we will need a safe and positive atmosphere in the classroom. Class participation is expected and it will be important for each student to be aware of how their behavior is affecting those around them. Students should act in a manner which is respectful of others desire to learn and does not disrupt the learning environment. It is also expected that students will be on time for class each day.
 * Rules for the Classroom: **

It is expected that students “contribute positively” in class. As such, a participation grade will be issued at the end of a specified period of time and be based on my observations.
 * Participation: **

**//Examples of Positive Participation://**
 * showing leadership in collaboration and bringing the best out of team members
 * contributing in class discussions
 * taking good notes
 * sustaining a good level of focus in class
 * general positive behavior
 * helping other students with questions when finished with assignments
 * // Examples of actions that would not be favorable: //**
 * being off task in class
 * emailing
 * flash games
 * completing assignments for other classes while in class
 * delaying in starting assignments in class
 * distracting others

Academic and social learning are both crucial at Cary Academy as students prepare for college. If a student works on the following skills, they will not only be successful at Algebra 2, but they create a foundation for future success.
 * Courage – take risks with your learning. Be prepared to make mistakes and learn from them.
 * Competence – the basics: stay organized, prepare for tests and meet work deadlines
 * Humility – this gives us the ability to collaborate, listen, reflect and be lifelong learners
 * Honesty – Cary Academy is committed to academic integrity and honor.

Students are not only welcome, but should take advantage of working with me outside of class. They can get help on material they found challenging, go over homework, or come and discuss any concerns they have about the class. Dropping in is fine, but please make an appointment if you want to be sure to have time to work with me.
 * Extra Help: **

We believe that the effort grade should measure personal responsibility, motivation, and initiative. The following descriptions are general measures of these qualities and not intended as a checklist for assigning grades.
 * Upper School Mathematics Department Effort Scale: **

//The student makes a sincere effort to extend his or her understanding of mathematical processes and concepts. The student has an **__excellent__** record on daily homework assignments. The student comes to class **__on time with appropriate materials__** and a positive attitude. The student is an active, **__constructive participant in class discussions and activities__**. The strong student investigates problems beyond those required and willingly helps classmates. The struggling student takes the initiative to get extra help when needed and goes the extra mile to learn the material. //
 * // Four – Superior Effort //**

The student makes an effort to understand mathematical processes and concepts. The student has a good record on daily homework assignments. The student comes to class with appropriate materials and a cooperative attitude. The student is a somewhat active and constructive participant in class discussions and activities. The student works cooperatively with peers and the teacher.
 * // Three – Good Effort //**

The student shows sporadic effort to understand mathematical processes and concepts. The student has __poor to fair record on daily homework__ assignments. The student often disrupts the learning environment by not following instructions, socializing inappropriately, or generally displaying a negative attitude. The student makes little or no effort to work cooperatively with classmates and makes little or no effort to get outside help on material.
 * // Two – Marginal Effort – Parents will be notified //**

The student fails to accept responsibility for his or her own learning of the mathematics.
 * // One – Poor Effort – Parents will be notified //**