Integrated Math 2
Our curriculum consists of 9 units that will be taught in the following sequence:
1) Extending the Number System: Math 2 begins with the study of rational exponents. This builds upon
your experiences with integer exponents in the past, extending the number system to include radicals
and rational exponents. You will also be introduced to complex numbers, and will explore operations
with complex numbers.
2) Quadratic Functions – Representations & Transformations: We will begin an in-depth study of
Quadratics in Unit 2. You study representations in various formats (graphs, tables, equations, equivalent
equations, etc.) and discuss how they are transformed in each of these representations.
3) Quadratic Functions – Working with Equations: In Unit 3, you will use completing the square and
factoring to transfer between the different forms of equations. You will also use the Quadratic Formula
to solve equations.
4) Quadratic Functions – Modeling: Unit 4 offers you the opportunity to interpret real-world situations
that are quadratic in nature and use what you have learned about quadratic functions in Units 2 and 3 to
solve real-world problems.
5) Comparing Functions & Modeling: Unit 5 is an opportunity for you to synthesize what you have
learned about linear, exponential and quadratic functions to interpret and compare real-world
situations.
6) Similarities & Volume: Unit 6 is an extension of the work with dilations and the Pythagorean Theorem
from Grade 8. You will develop a more precise definition of similarity through reasoning and proof
experiences. You will utilize dynamic geometry software to model real-world situations, prove similarity
of figures, and investigate geometric phenomena.
7) Right Triangles & Trigonometry: Unit 7 is laying the foundation for the study of Trigonometry in Math
3. You will write the ratio of sides of right triangles as functions of its acute angles, defining the
trigonometric ratios.
8) Probability: In Unit 8, we delve more deeply into Probability through the study of independence and
conditional probability.
9) Circles: Finally, Unit 9 provides an opportunity to discover the connection between the graph of a
circle in the coordinate plane and an algebraic equation.
Materials
Students will be expected to bring the following materials to class each day
 Pencil
 Notebook and folder for only math OR 1” 3-ring binder for math. This will make sure that notes
and homework stay together and come to class each day.
 Calculator, the TI-30 is recommended. Some may have letters after the number. This is fine.
Calculators can be purchased from Walmart, Kmart, Target, etc. for $10-$12.
 Planner
Homework
Homework will be assigned almost every day. Homework is due at the start of the class period. Late
assignments will receive partial credit. Assignments will not be accepted more than one day late.
Before each chapter test, students that have completed and turned in all homework on time for that
chapter will receive a “Skip a Problem” pass. This will allow you to skip one problem on the chapter test
and still get full credit for that problem. You will choose the problem you want to skip, write the
problem number on the pass, and staple the pass to the front of the test.
Extra Help
Math builds on itself. If you don’t understand something, get help. If you don’t get help when you need
it, the following lessons will be harder to understand. Please let me know if you are struggling. I am at
school by 7:45 each day and usually available after school as well. I am also available during lunch upon
request.
Grading
Grades will be weighted as follows:
Semester Grade (prior to exam):
5 % classwork (see explanation below)
45% homework
30% quizzes
20% tests
Overall Semester Grade:
80% semester grade
20% semester exam
Classwork
There will be problems on the board each day as students enter the classroom (except on quiz or test
days). Students are expected to begin working on these problems quietly when they arrive. These are
designed to be completed in about 5 minutes (usually 3-5 problems). They will generally review
concepts learned in the previous lesson or concepts learned in a previous math class that we will be
using in that day’s lesson. Answers will be discussed before starting the lesson for the day.