Novato Unified School District
Course Outline
Subject: Mathematics
Course Title: Algebra 2 (STEM)
(For NUSD Curriculum and Instruction Use Only)
Transcript Title: Algebra 2 STEM
Transcript Abbreviation: MMC145
Pre-Requisite or Co-Requisite: Algebra I
Required: __X___ Recommended: _____ Co-requisite: ______ None: ______
Additional Pre-Requisite or Co-Requisite: Principles of Engineering
Required: __X___ Recommended: _____ Co-requisite: ___X___ None: ______
Additional Pre-Requisite or Co-Requisite: Conceptual Physics (STEM)
Required: __X___ Recommended: _____ Co-requisite: ___X___ None: ______
Subject Area Category: (select one)
____ Algebra 1 ____ Geometry __X__ Algebra 2 ____ Adv. Math ____ Statistics ___
Integrated Math
Honors or Advanced Placement Course:
Grade Level:
9
10
11
Yes
No
12
Is this course modeled after a course from another school?
If Yes: Name of School:
Title of Course:
Yes
No
Lead Teacher (s) writing this outline: Kimberly Laabs, San Marin High School
Brief Course Description: (Student Friendly)
This mathematics course is offered as part of the STEM program. Building on their work
with linear, quadratic, and exponential functions, students extend their repertoire of
functions to include logarithmic, polynomial, rational, and radical functions in the
Novato Unified School District
Course Outline
Subject: Mathematics
Algebra 2 STEM course. The course will involve students in investigation and
experimentation through connections with the Principles of Engineering and
Conceptual Physics courses taken in conjunction with Algebra 2 STEM.
Algebra 2 STEM instructional time will focus on four critical areas: (1) relate arithmetic of
rational expressions to arithmetic of rational numbers; (2) expand understandings of
functions and graphing to include trigonometric functions; (3) synthesize and generalize
functions and extend understanding of exponential functions to logarithmic functions;
and (4) relate data display and summary statistics to probability and explore a variety
of data collection methods.
Course Purpose (Includes course goals and major student outcomes)
Students increasingly engage with the subject matter as they grow in mathematical
maturity and expertise to prepare them for further studies in mathematics. The primary
goal of this course is to foster mathematical reasoning and sense-making within the five
key areas of Number and Quantity, Algebra, Functions, Geometry, and Statistics and
Probability. Students will be expected to understand mathematic patterns and
functions, represent and analyze mathematical situations using the language of
mathematics, utilized mathematical models, and analyze change in various scenarios.
This STEM specific course incorporates the 8 tenets of mathematical practice:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Course Outline
This course will be taught in concert with STEM Conceptual Physics and Principles of
Engineering
Real Numbers/Equations & Inequalities
Radicals and Complex Numbers
Fractional exponents
Relations, Functions & Graphs / Polynomials and their functions
remainder theorem
use zeros to construct the equation of the graph
Novato Unified School District
Course Outline
Subject: Mathematics
Rational Expressions/Equations & Variation
Quadratics & Conics
Graphing the geometric shapes
Logarithms & Exponential Functions
Sequences & Series
Combinatorics, Probability & Statistics
binomial expansion
Trigonometry
unit circle
models using trigonometry
trig identities – proof
Key Assignments
Through the collection and interpretation of data collected in co-requisite Principles of
Engineering STEM and Conceptual Physics STEM courses, students will explore the
topics:
Number and Quantity
The Complex Number System

Perform arithmetic operations with complex numbers.

Use complex numbers in polynomial identities and equations.
Algebra
Seeing Structure in Expressions

Interpret the structure of expressions.

Write expressions in equivalent forms to solve problems.
Arithmetic with Polynomials and Rational Expressions

Perform arithmetic operations on polynomials.

Understand the relationship between zeros and factors of polynomials.

Use polynomial identities to solve problems.

Rewrite rational expressions.
Creating Equations

Create equations that describe numbers or relationships.
Reasoning with Equations and Inequalities

Understand solving equations as a process of reasoning and explain the reasoning.

Solve equations and inequalities in one variable.

Represent and solve equations and inequalities graphically.
Functions
Interpreting Functions

Novato Unified School District
Course Outline
Subject: Mathematics
Interpret functions that arise in applications in terms of the context.

Analyze functions using different representations.
Building Functions

Build a function that models a relationship between two quantities.

Build new functions from existing functions.
Linear, Quadratic, and Exponential Models

Construct and compare linear, quadratic, and exponential models and solve
problems.
Trigonometric Functions

Extend the domain of trigonometric functions using the unit circle.

Model periodic phenomena with trigonometric functions.

Prove and apply trigonometric identities.
Geometry
Expressing Geometric Properties with Equations

Translate between the geometric description and the equation for a conic section.
Statistics and Probability
Interpreting Categorical and Quantitative Data

Summarize, represent and interpret data on a single count or measurement
variable.
Making Inferences and Justifying Conclusions

Understand and evaluate random processes underlying statistical experiments.

Make inferences and justify conclusions from sample surveys, experiments and
observational studies.
Using Probability to Make Decisions

Use probability to evaluate outcomes of decisions.
Textbooks
Title: Algebra 2 with Trigonometry
Edition: First
Publication Date: 2001
Publisher: Prentice Hall
Author(s):Stanley A Smith, Randall I. Charles, John A. Dossey, Marvin L. Bittinger
Supplemental Textbook
http://www.illustrativemathematics.org/standards/hs
https://www.istemnetwork.org/search.cfm?type=lesson&purposeid=43
Novato Unified School District
Course Outline
Subject: Mathematics
http://iuedmoodle.educ.indiana.edu/moodle/course/view.php?id=12
http://wveis.k12.wv.us/teach21/public/project/MainMenu.cfm?tsele1=2&tsele2=118
http://www.bie.org/
Instructional Methods and/or Strategies
Project-Based Learning
Integration of Different Subject Areas
Flipped Instruction
Focus on 21st Century Skills
Student-Centered Curriculum
Assessment Methods and/or Tools
A variety of formative and summative assessments :
Notebook and Homework: 10%
Presentations (both small and whole group): 10%
Collaboration(both small and whole group): 10%
Quizzes, Tests and Final Examination: 70%