Download Algebra 2 Honors Syllabus 2016-2017

Algebra 2/Geometry Honors Syllabus
Teacher: Mr. Vallone
WebPage: http://www.muhlsdk12.org/site/default.aspx?DomainID=265
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Go home tonight and put my teacher page under your Favorites!
Room: A220
Email: [email protected]
Required Materials
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Pencil
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3-ring Binder (1 ½ to 2 in)
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Bring your materials to class every day
Chapter 1: Reasoning, Angles, and Shapes
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Students will generate questions to investigate, make predictions, and test their predictions as
they work with Geometric constructions.
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Students will build an understanding of area and perimeter
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Students investigate how the perimeter and area of a shape change as the shape is enlarged
proportionally
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Students will write algebraic expressions that represent perimeters and areas of shapes
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Students will write complete descriptions of a variety of graphs including vocabulary related to
graphs.
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Students will consider similarities and differences among graphs.
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Students will classify polygons according to their attributes using Venn diagrams.
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Students will use geometric vocabulary in describing characteristics of polygons such as number
of sides, same-length sides, right angles, equilateral, and parallel.
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Students will mark diagrams to communicate attributes such as equal length and right angle
measures.
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Students will identify angle pairs as supplementary, complementary, and congruent.
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Students will justify and prove that vertical angles have the same measure.
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Students will justify why corresponding angles formed by parallel lines are congruent.
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Students will show that same side interior angles are supplementary when parallel lines are cut
by a transversal.
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Students will use the triangle sum theorem.
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Students will determine whether three given side lengths can form a triangle.
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Students will be able to find angle measures in complex diagrams that use multiple relationships.
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Students will use triangle congruence theorems (SSS, SAS, AAS, ASA, HL) to prove that
triangles are congruent.
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Students will describe rigid transformations that demonstrate triangle congruence.
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Students will write two column proofs involving triangle congruence.
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Students will recognize the converse relationship between conditional statements.
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Students will investigate the relationship between the truth of a statement and the truth of its
converse.
Chapter 2: Similarity and Right Triangles
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Students will perform dilation transformations and investigate the characteristics that the image
shares with the original.
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Students will learn that figures that can be related through a sequence of transformations that
include a dilation are similar.
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Students will determine that multiplying and dividing lengths of figures by a common number or
scale factor produces a similar figure.
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Students will examine the ratio of the perimeters of similar figures.
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Students will write and solve proportions to find missing lengths in similar figures.
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Students will use the SAS, AA, and SSS conditions for determining triangle similarity.
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Students will write two column proofs involving triangle similarity.
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Students will apply their knowledge of similar triangle to both real world problems and
mathematical problems.
Chapter 4: Right Triangles and Factoring
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Students will recognize the similarity ratios in 30-60-90 and 45-45-90 triangles and begin to apply
those ratios as a shortcut to finding missing side lengths.
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Students will learn to recognize 3:4:5 and 5:12:13 triangles and find other examples of
Pythagorean triples.
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Students will review how to build rectangles using tiles and learn shortcuts for finding the
dimensions of a completed area model.
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Students will develop an algorithm to factor quadratic expressions without using algebra tiles.
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Students will factor quadratic expressions with missing terms, quadratics that are not in standard
form, and quadratics with more than one possible factored form.
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Students will factor expressions that can be factored first with a common factor and then again
using the quadratic factoring method.
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Students will learn a quick way to factor perfect square trinomials and quadratics that are a
difference of squares.
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Students will factor by grouping.
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Students will factor expressions in quadratic form.
Chapter 5: Quadratic Functions
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Students will investigate graphs of quadratic functions, learning about their shape and key
features and making connections to the standard form of a quadratic equation.
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Students will interpret quadratic functions in situations.
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Students will identify connections between different representations of quadratics: an equation, a
table, a context, and a graph.
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Students will relate the intercepts and vertex of a parabola to a context: the launch, the maximum
height, and the landing of a water balloon.
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Students will be able to sketch the graph of a quadratic function quickly, using its intercepts
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Students will learn how to find the x-intercepts by factoring the quadratic equation and applying
the Zero Product Property.
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Students will use the graphing form of a quadratic equation to calculate the x-intercepts and the
vertex of a parabola.
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Students will be able to move from a table or graph to a quadratic equation.
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Students will learn how to convert the equation of a parabola into graphing form by completing
the square.
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Students will write quadratic equations to model everyday situations and use those models to
make predictions.
Chapter 7: Polygons and Circles
 Students will develop a method for finding the sum of the interior angles of a polygon and will
recognize the sum of the exterior angles is always 360.
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Students will develop formulas for the interior and exterior angle measures of regular polygons.
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Students will synthesize previous learning to develop an algorithm to calculate the area of any
regular polygon.
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Students will learn that the ratio of the areas of similar figures is the square of the ratio of
similarity (also called the linear scale factor)
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Students will continue to develop their understanding of how the area and perimeter of a shape
change as the shape is enlarged or reduced proportionally.
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Students will use reasoning to determine the area and circumference formulas for a circle.
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Students will apply their knowledge of the area and circumference of circles to develop methods
to determine the area of sectors and the length of arcs.
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Students will use problem-solving strategies to calculate areas of circular and polygonal regions
in context.
Chapter 8: Solving Quadratics and Inequalities
 Students will factor or complete the square to solve quadratic equations.
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Students will learn how to use the quadratic formula to solve quadratic equations.
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Students will choose the best method to try first when solving different types of quadratic
equations.
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Students will solve equations using imaginary and complex numbers.
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Students will determine the number and type of solutions to a quadratic equation.
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Students will write and solve one-variable quadratic inequalities through a context.
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Students will solve systems of equations with a quadratic in context.
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Students will review how to identify key features of linear and quadratic graphs from their
equations.
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Students will solve systems of equations involving linear and quadratic functions.
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Students will derive the quadratic formula by completing the square.
Chapter 9: Circles
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Students will learn how to determine the equation of a circle graphed on the coordinate axes.
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Students will complete the square to rewrite the equation of a circle from general form to graphing
form.
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Students will discover that the perpendicular bisector of a chord passes through the center of the
circle.
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Students will determine measures of major and minor arcs.
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Students will discover the relationship between an inscribed angle and its intercepted arc.
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Students will learn the difference between arc measure and arc length.
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Students will prove that the opposite angles in an inscribed quadrilateral are supplementary.
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Students will develop different methods to calculate the length of a chord.
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Students will use similar triangles to understand the relationships between the lengths created by
two intersecting chords.
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Students will learn that a line tangent to a circle is perpendicular to the radius drawn to the point
of tangency.
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Students will apply their knowledge of tangents, chords, angles, and arcs to solve problems
involving circles.
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Students will study the relationships between the measures of the arcs and angles formed when
two lines that are tangent to the same circle intersect.
Chapter 10: Functions
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Students will connect transformations of parabolas with their equations in graphing form.
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Students will use technology to explore and describe transformations of parabolas.
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Students will learn about the average rate of change of a function through a real-world situation.
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Students will investigate the absolute value function.
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Students will use what they know about transformations to write a general equation for a family of
functions based on an absolute value parent function.
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Students will observe using graphs and tables that a quantity increasing exponentially eventually
exceeds a quantity increasing linearly or quadratically.
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Students will undo functions to write the equations of inverse functions.
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Students will learn that the domain of a quadratic function must be restricted in order to ensure
that the inverse is also a function.
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Students will rewrite radical expressions with rational exponents and vice versa.
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Students will apply what they know about transforming functions to write equations for graphs of
piece-wise defined functions.
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Students will combine functions using arithmetic operations and model everyday situations.
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Students will explore the end behavior of polynomial functions.
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Students will perform function compositions.
Chapter 11: Solids
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Students will calculate the surface area and volume of non-rectangular prisms and cylinders.
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Students will understand that the ratio of the volumes of similar figures is the cube of the linear
scale factor and they will use this relationship in applications.
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Students will apply their understanding of the ratios of similarity.
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Students will differentiate between the slant height and the height of a pyramid.
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Students will name pyramids according to the shape of their bases.
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Students will compute the volume and surface area of a cone.
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Students will calculate the area and volume of a sphere.
Grading Policy
Quarterly Grade Breakdown:
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Daily Homework: 10%
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Quizzes: 20% (with redo option)
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Tests: 60% (no redo)
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Other (group projects, participation quiz, exit tickets): 10%
Homework Grading Policy: Daily homework will be graded for completeness and reviewed in class.
Each assignment is worth 5 points
To earn a 5 (full credit) on an assignment
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Show your work-I am just as concerned with how you get your answers as I am with the
answers themselves.
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Complete ALL problems in the assignment. If you are uncertain of how to do a problem,
explore the following options:
1. Look at your notes and sample problems from class-we take them for a reason!
2. Try Reading the Math Notes section of the lesson.
3. Use the Homework Help feature of your ebook.
4. Try looking up videos about the topics on Khan Academy or using other online
resources.
5. Come in during MuhlTime.
6. If you tried all of the above options, write a question or description of what
confuses you or where you got stuck.
*** IDK, a frowny face, and ??? do not count as questions ***
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Have the assignment with you in class when it is due.
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If you are missing 2-3 problems or did not follow the directions for each problem, you will
receive partial credit (3 points )
If you have more than 3 problems missing or you did not complete the homework at all,
you will be assigned to come up during MUHLTIME to complete the assignment for partial
credit (3 out of 5). After two days-the assignment will be scored as a 0.
Re-do Policy
All quizzes, less than 70%, will require a redo. However, any student who wishes to redo a quiz may do
so up to 100%. In order to be eligible to re-do an assessment, all classwork/homework assignments must
be completed. You may redo any quiz from a unit up until the Unit Test and earn up to 100% on the redo
All re-do’s MUST be completed during your math teacher’s Muhl Time or another time designated by your
math teacher. You may be required to attend MuhlTime for remediation/re-teaching prior to retaking the
assessment. Unit and Group Tests are not eligible for redos.