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Algebra 2 Honors Syllabus 2018-2019

** Syllabus is subject to change

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FLDOE Course Description

Building on their work with linear, quadratic, and exponential functions, students extend their repertoire of functions to include polynomial, rational, and radical functions.2
Students work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including
solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms. The Mathematical Practice Standards apply
throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes
use of their ability to make sense of problem situations. The critical areas for this course, organized into four units, are as follows:
Unit 1- Polynomial, Rational, and Radical Relationships: This unit develops the structural similarities between the system of polynomials and the system of integers.
Students draw on analogies between polynomial arithmetic and base-ten computation, focusing on properties of operations, particularly the distributive property. Students
connect multiplication of polynomials with multiplication of multi-digit integers, and division of polynomials with long division of integers. Students identify zeros of polynomials,
including complex zeros of quadratic polynomials, and make connections between zeros of polynomials and solutions of polynomial equations. The unit culminates with the
fundamental theorem of algebra. A central theme of this unit is that the arithmetic of rational expressions is governed by the same rules as the arithmetic of rational
numbers.
Unit 2- Trigonometric Functions: Building on their previous work with functions, and on their work with trigonometric ratios and circles in Geometry, students now use
the coordinate plane to extend trigonometry to model periodic phenomena.
Unit 3- Modeling with Functions: In this unit students synthesize and generalize what they have learned about a variety of function families. They extend their work with
exponential functions to include solving exponential equations with logarithms. They explore the effects of transformations on graphs of diverse functions, including functions
arising in an application, in order to abstract the general principle that transformations on a graph always have the same effect regardless of the type of the underlying
function. They identify appropriate types of functions to model a situation, they adjust parameters to improve the model, and they compare models by analyzing
appropriateness of fit and making judgments about the domain over which a model is a good fit. The description of modeling as the process of choosing and using
mathematics and statistics to analyze empirical situations, to understand them better, and to make decisions' is at the heart of this unit. The narrative discussion and diagram
of the modeling cycle should be considered when knowledge of functions, statistics, and geometry is applied in a modeling context.
Unit 4- Inferences and Conclusions from Data: In this unit, students see how the visual displays and summary statistics they learned in earlier grades relate to different
types of data and to probability distributions. They identify different ways of collecting data, including sample surveys, experiments, and simulations, and the role that
randomness and careful design play in the conclusions that can be drawn.
Unit 5- Applications of Probability: Building on probability concepts that began in the middle grades, students use the languages of set theory to expand their ability to
compute and interpret theoretical and experimental probabilities for compound events, attending to mutually exclusive events, independent events, and conditional
probability. Students should make use of geometric probability models wherever possible. They use probability to make informed decisions.