The universal language underlying humanity's quest to understand the natural world, mathematics—specifically algebra—forms the basis for the quantative reasoning employed in fields from aeronautical engineering to zoology. Algebra is one of the most powerful and flexible problem solving tools yet developed, and its mastery is crucial for success in an increasingly sophisticated and fast-paced world.

In addition to providing students with a review and extension of the essential manipulative and computational skills developed in first-year algebra, a second course in algebra brings these sometimes disparate seeming skills together, aligning them with a more coherent and holistic presentation.

Objectives
Through a second course in algebra, students will deepen and extend their understanding of linear, direct proportional, reciprocal, exponential, and quadratic relationships whose study was begun in
earlier courses, and will be encouraged to view them as classes of functions and equations and objects of study in their own right. The study of linear phenomena, begun in middle school and expanded in Algebra 1, serves as a starting point for this course, while the introduction of complex numbers opens the door to the understanding and solution of all quadratic equations and their related functions. Power, root, polynomial, and rational functions, expressions, and equations increase student experience with non-linear behavior and its representation. In this course, students are asked to compare and contrast the properties of all of these different algebraic forms, and they are expected to relate changes in the algebraic structure of each function to transformations of its graphical representation and are expected to recognize and solve problems that can be modeled using this range of functions. As a result, students will be able to do all of the following upon successful completion of this course.

• Understand numbers, ways of representing numbers, relationships among numbers, and number systems.
• Understand meanings of operations and how they relate to one another.
• Compute fluently and make reasonable estimates.
• Understand patterns, relations, and functions.
• Represent and analyze mathematical situations and structures using algebraic symbols.
• Use mathematical models to represent and understand quantitative relationships.
• Analyze change in various contexts.
• Specify locations and describe spatial relationships using coordinate geometry and other representational systems.
• Apply transformations and use symmetry to analyze mathematical situations.

Materials
It is expected that you come to class prepared with the following materials each day.

• Several pencils and an eraser
• A quad ruled (graph paper) composition book for notes and homework
• A folder or binder with a specific section for this class for you to store your loose leaf handouts and papers

Standards-Based Grading
In spite of all the hype and hoopla surrounding educational standards and benchmarks, they are nothing more than specific statements of what everyone should know and be able to do at the end of a course of study. Never before, however, has there been such a strong push to institute them at the state and even national level. While there have been many different sets of standards proposed for secondary school mathematics, the two that have been chosen for Algebra 2 at Kalani High School are the Hawaii Content and Performance Standards (HCPS3) and the American Diploma Pr(oject ADP) standards, a set of standards developed by a group of thirteen states of which Hawaii is one.

Percentage	Grade
90–100	A
80–89	B
70–79	C
55–69	D
0–54	F

While standards and benchmarks may not be entirely new, standards-based grading is. Many things about Algebra 2, however, will be familiar and conform to what you have come to expect from a mathematics class.

• Your grade will be computed quarterly, with all four quarters averaged to produce a final year grade. Because of the sequential and cumulative nature of mathematics, students who are not successful in Algebra 2 inevitably experience great difficulty in subsequent mathematics classes. Thus, semester and final year grades of C or better are required for advancement to the next mathematics course in sequence.
• Quarterly grades are computed using a point system to include daily classwork, homework, and warm-up assignments; weekly assessments (quizzes and tests) and journal entries; and occasional projects and presentations.

Late Work
With the exception of daily in-class assignments, all work is due at the start of the class period. Assignments turned in after the start of the period will be considered late, and will be penalized by a factor of 1/2^d, where d represents the number of days after the deadline that the work is submitted. Assignments turned in up to one day late, for example, will be penalized by a factor of 1/2, i.e., the assignment will be graded and the score then multiplied by 1/2. Work turned in two days late will be penalized by a factor of 1/4. Work turned in three days late will be penalized by a factor of 1/8, and so on.

Absences
Occasional absences, whether planned or unplanned, are inevitable, and you will find that as long as you are proactive—you discuss things with your teacher before your absence if possible, or before class on the day of your return if not—reasonable accommodations and arrangements can usually be made.

• If your absence is anticipated (field trip, athletic competition, doctor's appointment, etc.), you must make prior arrangements for all work that is due on the day of the absence to be turned in on that day—give it to a friend, ask that it be put in your teacher's box in the main office, or submit it in person before you leave. Any tests or quizzes given on that day are expected to be made up by the end of the school following day. Any tests or quizzes given on the following school day are expected to be taken with the rest of the class as usual.
• If the absence is unanticipated (illness, accident, family emergency, etc.), you are expected to see your teacher before class on the day that you return to make specific arrangements for completing missed work. As a general rule of thumb, you will have as many days to make up missed work as you were absent.

Expectations & Consequences for Behavior
Please remember that this is your class. The behavior and participation of each person will shape the type of learning that will occur. Since one person's behavior affects everyone else's experience, I ask that all students assist with classroom management. In order to maintain a smoothly running and efficient classroom in which everyone has a chance to succeed, it is expected that you do the following while in class.

• Turn off, and securely stow all electronic equipment and accessories (with the exception of calculators when specifically allowed).
• Refrain from eating, drinking, or gum chewing.
• Be quietly seated and ready to begin working once the bell rings, and remain seated within the classroom for the duration of the period unless given permission by the teacher.
• Treat your teacher, your classmates, their possessions, and your surroundings with the same respect, consideration, courtesy, and decency with which you yourself wish to be treated, i.e., don't touch or use anyone else's things without their permission, and don't swear or use offensive or suggestive language.
• Listen carefully to all instructions before beginning work, and follow all instructions once work has begun.
• Abide by all other rules and regulations of Kalani High School and the Department of Education.

Those who choose not to meet these expectations can expect to have or to receive…

1. A reminder
2. A warning
3. Parents or guardians contacted
4. A disciplinary referral
5. When applicable…
   • An outstanding obligation for lost, damaged, or destroyed school property
   • Contraband articles confiscated
   • Loss of the privilege of participating in, and receiving credit for an in-class activity

Extra Help
You are strongly encouraged to seek frequent extra help as needed on an informal or formal basis by arrangement with your teacher. Please be aware, however, that extra help is not intended to replace in-class effort and participation —the level of assistance you will receive outside of class will be dependent upon your attitude (positive), attentiveness (awake and alert), engagement (actively listening and taking notes), commitment (trying hard every day), and behavior (good) while in class.

A copy of the above syllabus in PDF format can be downloaded here.

 

Dr. Michael P. Ida
Kalani High School
4680 Kalanianaole Hwy.
Honolulu, HI 96821
(808) 377-7744

Hawaii Public Schools

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