Algebra 2
Introduction:
The increasing use of quantitative methods in all disciplines has made algebra the fundamental tool for mathematical applications. Algebraic thinking is learned most effectively when it is studied in the context of applications, both mathematical and real-world. These applications reveal the power of algebra to model real problems and to generalize new situations. Algebra is not only a theoretical tool for analyzing and describing mathematical relationships, but it is also a powerful tool for the mathematical modeling and solving of real-world problems. These
problems can be found all around us: the workplace, the sciences, technology, engineering and mathematics.
The increasing use of quantitative methods in all disciplines has made algebra the fundamental tool for mathematical applications. Algebraic thinking is learned most effectively when it is studied in the context of applications, both mathematical and real-world. These applications reveal the power of algebra to model real problems and to generalize new situations. Algebra is not only a theoretical tool for analyzing and describing mathematical relationships, but it is also a powerful tool for the mathematical modeling and solving of real-world problems. These
problems can be found all around us: the workplace, the sciences, technology, engineering and mathematics.
Goals:
The goal of Algebra II is to build upon the concepts taught in Algebra I and Geometry while adding new concepts to the students’ repertoire of mathematics. In Algebra I, students studied the concept of functions in various forms such as linear, quadratic, polynomial, and exponential. Algebra II continues the study of exponential and logarithmic functions and further enlarges the catalog of function families to include rational and trigonometric functions. In addition to extending the algebra strand, Algebra II will extend the numeric and logarithmic ideas of accuracy, error, sequences, and iteration. The topic of conic sections fuses algebra with geometry. Students will also extend their knowledge of univariate and bivariate statistical applications.
It is the purpose of Algebra II to give the students a rigorous understanding of the expectations included within it. It is also the goal of this model to help students see the connections in the mathematics that they have already learned. For example, students will not only gain an in-depth understanding of circular trigonometry, but will also understand its connections to triangular trigonometry. Connections between trigonometric modeling of cyclic events and the concepts embedded within bivariate modeling with the proper use of statistical techniques will also be made.
Throughout Algebra I & II, students will experience mathematics generally, and algebra in particular, not only as the theoretical study of mathematical patterns and relationships but also as a language that allows us to make sense of mathematical symbols. Finally, students will develop an understanding that algebraic thinking is an accessible and powerful tool that can be used to model and solve real-world problems.
**Source
The goal of Algebra II is to build upon the concepts taught in Algebra I and Geometry while adding new concepts to the students’ repertoire of mathematics. In Algebra I, students studied the concept of functions in various forms such as linear, quadratic, polynomial, and exponential. Algebra II continues the study of exponential and logarithmic functions and further enlarges the catalog of function families to include rational and trigonometric functions. In addition to extending the algebra strand, Algebra II will extend the numeric and logarithmic ideas of accuracy, error, sequences, and iteration. The topic of conic sections fuses algebra with geometry. Students will also extend their knowledge of univariate and bivariate statistical applications.
It is the purpose of Algebra II to give the students a rigorous understanding of the expectations included within it. It is also the goal of this model to help students see the connections in the mathematics that they have already learned. For example, students will not only gain an in-depth understanding of circular trigonometry, but will also understand its connections to triangular trigonometry. Connections between trigonometric modeling of cyclic events and the concepts embedded within bivariate modeling with the proper use of statistical techniques will also be made.
Throughout Algebra I & II, students will experience mathematics generally, and algebra in particular, not only as the theoretical study of mathematical patterns and relationships but also as a language that allows us to make sense of mathematical symbols. Finally, students will develop an understanding that algebraic thinking is an accessible and powerful tool that can be used to model and solve real-world problems.
**Source
Algebra 2 Syllabus.pdf | |
File Size: | 222 kb |
File Type: |