Algebra II

Algebra II is a required course for college bound students.The core topics include the following: linear equations, inequalities, polynomials, factoring, quadratics, rational expressions, radicals, coordinate geometry, linear systems and functions. Emphasis should be placed on practical applications and modeling. Appropriate technology, from manipulatives to calculators and application software, should be used regularly for instruction and assessment.

Pre-requisite

• Operate with matrices to solve problems.
• Create linear models, for sets of data, to solve problems.
• Use linear functions and inequalities to model and solve problems.
• Use systems of linear equations or inequalities to model and solve problems.
• Successful completion of Algebra I and Geometry.

Textbook: Advanced Algebra “Tools for a Changing World”, Bass, et al. Prentice Hall, 2001
Recommended Calculator: Scientific Calculator (TI 30 or better) minimum requirement

COMPETENCY GOAL 1: The learner will perform operations with complex numbers, matrices, and polynomials. Objectives:

• Simplify and perform operations with rational exponents and logarithms (common and natural) to solve problems.
• Define and compute with complex numbers.
• Operate with algebraic expressions (polynomial, rational, complex fractions) to solve problems.
• Operate with matrices to model and solve problems.
• Model and solve problems using direct, inverse, combined and joint variation.

COMPETENCY GOAL 2: The learner will use relations and functions to solve problems. Objectives:

• Use the composition and inverse of functions to model and solve problems; justify results.
• Use quadratic functions and inequalities to model and solve problems; justify results.
• Solve using tables, graphs, and algebraic properties.
• Interpret the constants and coefficients in the context of the problem.
• Use exponential functions to model and solve problems; justify results.
• Solve using tables, graphs, and algebraic properties.
• Interpret the constants, coefficients, and bases in the context of the problem.
• Create and use best-fit mathematical models of linear, exponential, and quadratic functions to solve problems involving sets of data.
• Interpret the constants, coefficients, and bases in the context of the data.
• Check the model for goodness-of-fit and use the model, where appropriate, to draw conclusions or make predictions.
• Use rational equations to model and solve problems; justify results.
• Solve using tables, graphs, and algebraic properties.
• Interpret the constants and coefficients in the context of the problem.
• Identify the asymptotes and intercepts graphically and algebraically.
• Use cubic equations to model and solve problems.
• Solve using tables and graphs.
• Interpret constants and coefficients in the context of the problem.
• Use equations with radical expressions to model and solve problems; justify results.
• Solve using tables, graphs, and algebraic properties.
• Interpret the degree, constants, and coefficients in the context of the problem.
• Use equations and inequalities with absolute value to model and solve problems; justify results.
• Solve using tables, graphs, and algebraic properties.
• Interpret the constants and coefficients in the context of the problem.
• Use the equations of parabolas and circles to model and solve problems; justify results.
• Solve using tables, graphs, and algebraic properties.
• Interpret the constants and coefficients in the context of the problem.
• Use systems of two or more equations or inequalities to model and solve problems; justify results. Solve using tables, graphs, matrix operations, and algebraic properties.

COMPETENCY GOAL 3: The learner will use standardized test strategies under test conditions to solve practice problems from the PSATs and SATs. Objectives:

• In coordination with the Guidance Department, students are issued test prep booklets that serve as an introduction to how to take a standardized test. Supplemental materials are taken from 10 Real SATs.
• Quantitative comparison, multiple choice and grid-in questions are presented together with a discussion of “plug-in,” process-of elimination, and, “back-solving” techniques.
• Substantive points of the math curriculum are reviewed as they emerge from the practice problems.