Western Hills High School
MYP Algebra 2 2013-2014
Ms. Hedden
Room 237
Julia.hedden@fwisd.org
www.mshedden.wikispaces.com
Phone: 817-815-6000 Fax: 817-815-6050
Holt Algebra 2
I.
Course Description: Algebra II Honors
Algebra 2 consists of the study of functions. In the first semester we will study the properties of functions and
then explore piece-wise defined, exponential, logarithmic, absolute value functions and systems of equations.
Second semester we will look at quadratic functions, rational functions and conic sections. This is an International
Baccalaureate MYP class and students will be challenged to examine the applications of mathematics in relation to larger
ideas.
II.
The aims and objectives for the course are (State of Texas Algebra 2 TEKS):

Students use properties and attributes of functions and apply functions to problem situations.

Students understand the importance of the skills required to manipulate symbols in order to solve problems
and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and
inequalities in problem situations.

Students formulate systems of equations and inequalities from problem situations, use a variety of methods
to solve them and analyze the solution in terms of the situation.

Students connect algebraic and geometric representations of functions.

Students know the relationship between the geometric and algebraic descriptions of conic sections.

Students understand that quadratic functions can be represented in different ways and translate among their
various representations.

Students interpret and describe the effects of changes in the parameters of quadratic functions in applied and
mathematical situations.

Students formulate equations and inequalities based on quadratic functions, use a variety of methods to solve
them, and analyze the solution in terms of the situation.

Students formulate equations and inequalities based on square root functions, use a variety of methods to
solve them, and analyze the solutions in terms of the situation.

Students formulate equations and inequalities based on rational functions, use a variety of methods to solve
them, and analyze the solutions in terms of the situation.
MYP (IB Middle Years Program) –
The aims of teaching Mathematics are to encourage and enable the
student to:
• recognize that mathematics permeates the world around us
• appreciate the usefulness, power and beauty of mathematics
• enjoy mathematics and develop patience and persistence when solving problems
• understand and be able to use the language, symbols and notation of mathematics
• develop mathematical curiosity and use inductive and deductive reasoning when solving problems
• become confident in using mathematics to analyze and solve problems both in school and in real-life situations
• develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics
• develop abstract, logical and critical thinking and the ability to reflect critically upon their work and the work of
others
• develop a critical appreciation of the use of information and communication technology (ICT) in mathematics
• appreciate the international dimension of mathematics and its multicultural and historical perspectives.
III. Purpose, Goals and Student Learning Objectives:
The student will extend their knowledge on the characteristics of functions.
The student will describe real world situations with algebraic models.
The student will develop a variety of algebraic skills.
The student will present mathematical situations using a variety of representations.
IV. Real Life Application (Relevance):
Algebraic models can be used to model many real word applications. For instance, exponential models can be used to describe
growth of populations … and money. Other applications are used in physics, medicine and biology. Linear and quadratic
models have many business applications.
V. Supplies Required:
Binder with dividers
Lined and graph paper
Pencils
Ruler
Holt Algebra 2 textbook. You may leave this at home. You will have homework assignments from the book.
Suggested: map pencils
Basic calculator
The TI Nspire graphing calculator will be used in class. Some homework will require the use of a calculator, but a basic
calculator will be sufficient for almost all homework assignments.
VI. Teacher Expectations & Keys to Success:
To demonstrate understanding of Algebra 2 the student will be expected to justify their answers. This justification may be oral
in the classroom, but generally will require students to write the steps necessary to obtain their answer. The explanation of
how the answer is achieved is as important as the answer itself. Work must be shown to receive credit. One of the keys of the
Middle Years Program(MYP) of IB is communicating mathematics. (While Juniors and Seniors are not part of the MYP
program, they will be expected to complete these activities as well. Since they develop critical thinking and communication
skills this is time well spent.)
As in athletics or music, practice is the key to success in mathematics. Homework will be assigned in almost every class.
Assignments will generally be short, and will be graded on completion. (As explained above, completion includes justifying
one’s answers.) Homework grades will generally be included as part of other daily or quiz grades and will not receive their
own grade. It is extremely important that students do homework when it is assigned.
Students are expected to keep up with the work. Work turned in late may have points deducted. Late homework may not be
accepted. Since mathematics topics tend to build on each other, students should not allow themselves to fall behind.
Students will frequently work in groups. All students are expected to participate and support each other.
I will always expect you to do your own work. Work that is copied from others – either in or outside of class – will receive a
grade of “1.” If you are caught copying someone else’s work on a test you will take a different test at my convenience in my
classroom with me watching you closely. The grade will be prorated with a perfect test being a 70.
VII. Grading Policy / Assessment :
Participation
15%
Quizzes/Assignments
35%
Tests
50%
Quizzes/Assignments are all weighted equally and account for 35% of the six weeks grade. (Completed homework
assignments may be included as part of other grades.) Understanding that everyone is entitled to a bad day now and again, the
lowest of these daily grades will be dropped each six weeks. Late work is subject to a deduction of 10 points/day. If a student
does not turn in work until after the assignment has been returned to students, the grade may be limited to a 50. Papers with
grades below a 70 may be corrected and resubmitted. Corrections should include the correct answer and justification for that
answer.
Classroom participation generally consists of completion grades for homework or classwork (0 or 100). Participation is 15%
of the total grade. Generally, the grading rubric for participation grades is:
√++ = 100 (Everything is perfect.)
√+ = 90
(There are few errors.)
√ = 80
(There are errors, but student seems to understand substance of work.)
√- = 70
(There are errors, but student seems to understand content at a minimum level.)
Needs to be redone/completed and resubmitted: 0
Tests and major projects are weighted as 50% of the grade. There will be at least two of these grades each six weeks. There
will be opportunities to correct or retake 3 weeks tests.
Muliple assignments each semester will be graded using MYP criteria. Students will be given an MYP grade as well as a
traditional grade each semester. The MYP rubric is attached and should be kept in your notebook.
VIII. Late Work Policy
Student not absent: If a student has not been absent and does not turn in their work on time, 10 points will be subtracted for
each school day (not class day) that the assignment is turned in late. (The lowest grade for an entirely correct assignment is a
50.) Homework that is not completed before class may not be accepted, as we generally go over the homework at the start of
the class.
Student absent: If a student misses class it is their responsibility to get the notes and assignments from another student in
their group or see me after or before school. The student has at least one class period for each day they were absent to turn in
late work. If a student is expected to be out for an extended period, further arrangements for additional tutoring may be made.
IX. Classroom Procedures, Rules and Consequences
Students are expected to follow the rules in the Western Hills High School Student Handbook. In particular, cell phones are not
permitted to be used in class. I will take up phones used in class and turn them into the office. Students are expected to follow
the school dress code. Consequences are identified in the student handbook.
Students should arrive in class on time with their supplies, pick up their assigned calculator and sit in their assigned seat. An
introductory activity or problem will be posted and students are expected to begin work on this by the time the tardy bell
rings. Students should bring their textbook home at the beginning of the year and do not need to carry it to class unless
requested for a check.
Students who need to leave the room for any reason should raise their hand and request a pass. Only one student may leave
the room at a time. Students should take care of personal needs during passing periods. Limited use of the restroom will be
allowed as class activities permit. School policy dictates that no passes will be given the first or last 10 minutes of any class.
Consequences for misbehavior will include change in seating assignment, detention time with teacher, communication with
parents/guardians, and being sent to the office.
X. Available Tutoring & Conference Times:
Tutoring times will be posted on the board the first day of each week. In general they will be
Monday and Wednesday 3:40-4:30 after school; Thursdays at lunch
Additional times before or after school, or at lunch, by appointment.
Parent conferences: By appointment. (I have planning periods 2nd and 5th) Before or after school by arrangement through
counseling office. Best way to communicate is via email: Julia.hedden@fwisd.org
XI. MYP Assessment
MYP assignments will be graded with the MYP criteria to develop the annual MYP grade. The assignments may also be graded
traditionally to be included in the classroom grade.
MYP –MATH
Criterion A: Knowledge and understanding (maximum 8)
Criterion B: Investigating patterns (maximum 8)
Criterion C: Communication in mathematics (maximum 6)
Criterion D: Reflection in mathematics (maximum 6)
For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement levels, with
the lowest represented as 0. The criteria are not equally weighted. The descriptors concentrate on positive achievement,
although failure to achieve may be included in the description for the lower levels.
Criterion A: Knowledge and understanding
Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore
concepts and develop skills. This criterion expects students to use their knowledge and to demonstrate their understanding of
the concepts and skills of the prescribed framework in order to make deductions and solve problems in different situations,
including those in real-life contexts. This criterion examines to what extent the student is able to: know and demonstrate
understanding of the concepts from the five branches of mathematics (number, algebra, geometry and trigonometry, statistics
and probability, and discrete mathematics) use appropriate mathematical concepts and skills to solve problems in both
familiar and unfamiliar situations, including those in real-life contexts select and apply general rules correctly to solve
problems, including those in real-life contexts.
Criterion B: Investigating patterns
Students are expected to investigate a problem by applying mathematical problem-solving techniques, to find patterns, and to
describe these mathematically as relationships or general rules and justify or prove them.
This criterion examines to what extent the student is able to:
• select and apply appropriate inquiry and mathematical problem-solving techniques
• recognize patterns
• describe patterns as relationships or general rules
• draw conclusions consistent with findings
• justify or prove mathematical relationships and general rules.
Criterion C: Communication in mathematics
Students are expected to use mathematical language when communicating mathematical ideas, reasoning and findings—both
orally and in writing. This criterion examines to what extent the student is able to:
• use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations
• use different forms of mathematical representation (formulae, diagrams, tables, charts, graphs and models)
• communicate a complete and coherent mathematical line of reasoning using different forms of representation when
investigating complex problems. Students are encouraged to choose and use appropriate ICT tools such as graphic
display calculators, screenshots, graphing, spreadsheets, databases, drawing and word-processing software, as
appropriate, to enhance communication.
Criterion D: Reflection in mathematics
Reflection allows students to reflect upon their methods and findings.
This criterion examines to what extent the student is able to:
• explain whether his or her results make sense in the context of the problem
• explain the importance of his or her findings in connection to real life
• justify the degree of accuracy of his or her results where appropriate
• suggest improvements to the method when necessary.
Parent Questionnaire
Please take a few minutes to review the syllabus I have given your student. If you have any
questions feel free to contact me at julia.hedden@fwisd.org or (817) 815-6000. I look forward
to working with your student this semester.
Julia Hedden
Student Name ______________________________
Parent/Guardian I should contact about student
Alternate (if applicable)
Name:
Name:
Daytime phone:
E-mail Address(please write clearly)
Daytime phone
E-mail address
Do you have any concerns about your student that you would like to share with me?
I have read and understood the commitment required to be successful in PreAP Algebra 2 at
Western Hills High School.
_________________________________________
_________________________
Student Signature
Date
_________________________________________
Parent/Guardian Signature
_________________________
Fall Semester 2013
Western Hills High School
Ms. Hedden
Room 237
Student Questionnaire
Student Name ________________________________
_____
Grade ________ Class Period:
What math courses have you successfully completed? (A is first semester, B is second
semester)
Algebra 1A Algebra 1B
Geometry A
Geometry B
What (if any) other math classes are you currently taking?
What is your biggest fear about this class?
Do you have access to the internet at home?
What activities do you take part in at school? (Sports, clubs, etc.)
Do you have a job? Where do you work?
What career do you envision for yourself?
What are your strong points when working with a group?
What is the most important thing I should know about you?
Please review the syllabus including expectations and rules with your parent/guardian and ask
your parent/guardian to fill out the reverse side of this questionnaire. Then both you and your
parent/guardian should sign the other side.