- GeneralWelcome to Mrs. Brown's Algebra 2 class. The documents that introduce the class and the class topics and supplies that will be needed are listed in Topic 1 for Week 1. The Graded Course of Study is included below.
E-Day for Wednesday, March 21st - Orange Day. Go o student.desmos.com and type in code 4YK8E. Use your real name to log in and complete slides 1-10 of Parabolas, Part 2.
- Chapter 1- Algebra Review
Chapter 1- Algebra ReviewTuesday, August 29th
1. The rules for integers and order of operations will be reviewed.
2. Students will add the SmartNotes 2.1.4 to their folders and complete problems 1-7 on simplifying expressions.
3. Students will investigate algebraic expressions and equations and solve real-world problems included in the guided notes.
4. Unit cubes will be used to model a hot tub tile problem both numerically and algebraically.
5. The homework is to complete worksheet over Using Arithmetic Order of Operations to find solutions for problems 1-12.
Thursday, August 31st
1. Students will put the homework from Monday on the board for the 12 problems using the arithmetic order of operations.
2. Students will watch the video "Is PEMDAS wrong?"
3. Students will continue with their review of Algebra by simplifying, evaluating and solving numeric and algebraic expressions and equations.
4. Students will review the Order of Operations and Evaluating Expressions power point.
5. The homework is to Evaluate the Expressions for given values, problems 1-10.
Tuesday, September 5th
1. Students will go over SmartBoard Notes 1.2 on Number Properties and Expressions after going over the Homework on the board from the previous week.
2. They will complete the mixed review problems 1-14 and go over them with the class.
3. Students will review the SmartBoard Notes over Open Sentences and complete the problems.
4. Students will take a quiz over Chapter 1 of the Algebra 1 review.
Thursday, September 7th
1. After reviewing the homework of evaluating algebraic expressions as models, the students will move to using the properties to solve algebraic equations.
2. Students will use the math triangle to solve literal equations involving three variable linear equations.
3. Students will continue by solving linear equations and explore problem solving strategies. They will be able to identify errors in incorrect problem solutions.
4. Students will review algebraic proofs as any problem solved geometrically could also be solved algebraically.
4. The lesson presentation and guided notes will cover consecutive integers, the math triangle and literal equations.
5. Students will watch the Tarver Video "Solving Equations for the Variable."
4. Students will complete the homework Solving Algebraic Equations problems 1-9 all.
Students will take the Chapter 1 Test at the next class.
- Chapter 6- Functions
Chapter 6- FunctionsMarch 13th
1. The students will investigate relations and determine when the ordered pairs represent functions.
2. Students will explore the domain and range of relations and functions using chips and the coordinate plane.
3. Students will view relations and functions as mappings, tables, graphs and equations.
4. They will use the SmartBoard notes to investigate function machines.
5. Students will play a silent board game in order to find the missing outputs and their function rule.
The homework is problems 5-29 all and 35 on pages 288 and 289.
1. Functions will be investigated for input and output to correspond with the domain and range.
2. Students will solve compositions of functions: f(g(x)) and g(f(x)).
3. Students will explore operations with functions, such as f(x) + g(x) and f(x) - g(x) as well as f(x)*g(x) and f(x)/g(x). Students will add, subtract, multiply and divide functions using the rules for function operations.
4. Students will explore how to evaluate composition of functions, such as f(g(x)) and the inverse.
5. The students use silent board games to explore function machines.
6. The order of function activity will be used to move from beginning to end of a function or to determine how to solve composite functions.
The homework is problems 5-25 odd on page 294.
1. The students will begin section 6.3 of the Algebra 2 book and how to find inverse functions.
2. The inverse will be found using a table to switch x and y. The students will calculate inverse tables and sketch the graph.
3. Miras will be used to graph inverse functions over the line of reflection using colored pencils. Not all inverses are functions.
4. The steps of the function and its inverse will be compared to wrapping and unwrapping a present. (Such as PEMDAS and SADMAP for order of operations and solving equations.) This process will be used to write the inverse functions.
* The next class there will be quiz over differentiating between functions and relations, finding functions given a table and graph and solving for the output of functions when the input is given
The homework is problems 7-30 on pages 302-303.
1. The students will take the self-test on page 305 problems 1-18.
2. As a class we will go over the self-test to review relations and functions, domain and range, compositions of functions and function inverses.
3. Students will take the quiz over Sections 6.1-6.3 of the Algebra 2 book.
4. If times, students will go to the library and circulate (no pun intended) to match functions with their graphs.
1. The students will be investigating a new function today called an inverse variation.
2. The students will be doing an experiment today to investigate a real world example of inverse variation functions.
3. They will be using tin cans of differing diameters with 100 ml. of water and recording the height.
4. They will then graph the diameter of the can as the independent variable and the height of the can as the dependent variable.
5. They will write a function to model the relationship and compare it to a direct variation function.
6. Students will understand that one relationship is directly proportional while the other is inversely proportional.
1. Students will investigate the end behavior and increasing and decreasing intervals of functions as well as the domain, range, and finding the minimums and maximums and x and y-interecepts.
2. We will work on three together as a class and the students will do three on their own.
The homework is to complete the worksheet on Behavior of Functions 2a
2. The students will review all functions that have been previously studied by making a function foldable.
3. The students will look at maximums and minimums, asymptotes, end behavior and critical points.
4. Students will complete the Function Foldable for linear, inverse variation, absolute value, quadratic, square root, and cubic.
5. The graph, table and parent equation of each function will be described.
6. For the remainder of the year, functions will be added as they are studied; for example, exponential and logarithmic, polynomial and rational.
1. Students will work on the the Parent tool kit for functions.
2. They will use the tool kit to investigate transformation of functions.
3. The general form of a function will be compared to the parent function. Tables of the two will be compared and contrasted as well as the graphs and equations.
4. They will then summarize what happens to the parent function when the parameters a, h, and k are changed.
5. They will also transfer the tool kits to posters on large graph paper for the parent functions and transformed functions and be able to explain what shifts, stretches, and compressions occur on the graph by changing the parameters of a, h, and k.
1. Students will practice graphing around the room matching graphs with their equations. We will practice with eight functions.
2. The students will do to the library and find the matching function equation and graphs around the room.
The homework is to complete the graphing around the room packet.