Algebra II 480 Palo Verde High School course expectations

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ALGEBRA II - 480 Palo Verde High School


Teacher: Mrs. Campbell


This one-year course in algebra continues and expands upon the concepts and procedures learned in Algebra I. It has the primary goal to develop competence in using variables and functions to model numerical patterns and quantitative relations. Emphasis is on the study of polynomial, rational, exponential, and logarithmic functions, systems of equations and inequalities, matrix arithmetic, and sequences and series. Connections to other areas of mathematics and applications to other disciplines are integrated into the course. The use of technology, including graphing calculators and computer software, is an integral part of this course. This course will fulfill one of the mathematics credits required for high school graduation.


Grades of C or better in Algebra I and Geometry


Each student will take an Arithmetic and Algebra Test of a diagnostic nature to determine:

1. Algebra skill strengths

2. Algebra skill deficiencies

3. Arithmetic skill strengths

4. Arithmetic skill deficiencies


Each student will take a post-test of a diagnostic nature to determine:

1. Individual growth in algebra skills.

2. Accomplishment of individual growth within career objectives.

3. Strengths and weaknesses of the teaching-learning system.


The following is a list of some careers which use Algebra II concepts:

Accountant Air Traffic Controller Auditor Cartographer

Civil Engineer Electrical Engineer Electrician Environmental Analyst

Farm Advisor Fire Fighter Forestry Land Manager Income Tax Specialist

Insurance Claims Agent Landscape Architect Machinist Medical Lab Technician

Oceanographer Photographer Purchasing Agent Technical Researcher


1. To solve real-world problems using algebraic techniques involving equations and inequalities.

2. To identify, graph, and analyze the effects of parametric changes on a variety of relations and functions.

3. To justify algebraic assertions.

4. To formulate and solve real-life problems using matrices and quadratic relationships.

5. To develop strategies for solving and graphing systems of quadratic equations and inequalities.

6. To solve linear and quadratic equations and inequalities by algebraic methods and apply these skills to solve real-world problems.

7. To solve open sentences and simplify expressions using the field properties of the complex number system.

8. To solve problems involving absolute value, exponential, and logarithmic functions.

9. To represent and solve problems using linear programming.

10. To investigate algebraic functions and extend problem-solving techniques using current technology.

11. To organize data and use counting principles in order to interpret and predict events.

12. To reason and communicate mathematically in order to apply learned concepts to new problem-solving situations.

13. To increase confidence in mathematical abilities in order to continue participation in higher-level mathematics.


Student Workbook - Each student will be given a copy of Algebra 2 Explorations in CORE MATH

for Common Core Student Workbook

Care of the Workbook - These workbooks are provided by the IDPLD (Instructional Design and Professional Learning Division) of the Clark County School District. There will not be extras if the workbook is lost. It is important that you keep track of your workbook..


1 Essential Concepts and Skills 7 Powers, Roots, and Radicals

2 Linear Equations and Functions 8 Exponential and Logarithmic Functions

3 Systems of Linear Equations and Inequalities 9 Rational Equations and Functions

4 Matrices and Determinants 10 Quadratic Relations and Conic Sections

5 Quadratic Functions 11 Sequences and Series

6 Polynomials 12 Probability and Statistics

Review & Semester Testing Review & Semester Testing


Be sure to read and understand this section before signing the return slip provided!!

A. Testing - Tests will be given at the end of every chapter. A mid-chapter test may also be given for long chapters. If a student misses a test due to absence, it is the student’s responsibility to make up the test after school within three school days of the absence or by the test deadline.

B. Quizzes - Quizzes will be given periodically and may or may not be announced. All students will take quizzes the day of the quiz, and if absent the day of this quiz, the student will take the quiz after school when he/she returns to class or by the quiz deadline.

C. Assignments and Homework - Assignments will be given daily. Students will generally have class time to begin work on these assignments, so they are expected to be productive during class. Students are expected to complete assignments as homework. Late work will not be accepted unless authorized by the teacher. Homework will generally be graded based upon effort and completion, but may be graded for accuracy. Work must be shown for assignments. I have an NWNC policy, which means No Work, No Credit.

D. Notebook - Each student is required to keep a notebook. Students should have a 3-ring notebook with four dividers with the following headings: warmups, class notes, homework, test and quizzes. Notebooks may be spot checked randomly throughout the year and will be graded every semester.

E. Student planner/handbook - Each student is required to keep a planner/handbook with each day’s assignment and homework in it. These planners need to be brought to class each day.

F. Absent work - Each student is responsible for getting his/her make-up work when absent. When a student is absent, he or she must get the assignment and turn it in for credit within 3 school days. This is the Clark County School District’s absent work policy.

  1. Writing - Students will put into practice writing techniques which they have developed in their English classes. The teacher will include writing assignments and essay questions on exams, which will be part of the exam grade.

  2. Technology -

    1. Calculator - A graphing calculator will be made available for in class use.

    2. Computer Usage - Students will be encouraged to utilize the computer as a problem-solving tool.


A. Criteria for Arriving at Student Grades:

Quarter Grades: Semester Grades*:

Tests/Quizzes 70% First/Third Quarter 40%

Homework/Classwork/ Second/Fourth Quarter 40%

Notebook 30% First/Second Semester 20%

B. Explanation of Student Grades:

A 90% - 100% Excellent

B 80% - 89% Above Average

C 70% - 79% Average

D 60% - 69% Below Average

F Below 60% Failing

I Incomplete

NG No Grade
C. Grade Reports:

1. Grades are updated on the internet weekly. They will be updated and posted in the classroom approximately every two weeks, after a test.

2. Progress reports will be issued at mid-term. These progress reports will serve as notice of unsatisfactory progress for those students earning a grade of D of F. (See student handbook for dates.)

3. Report cards will be issued at the end of each term. (See student handbook for dates.)


  1. Arrive to class prepared and on time. If a student is not in the classroom prepared to begin, when the bell rings, he or she is tardy. Students must make every effort to arrive to class on time, so that they do not miss the daily warm ups, which serve as an excellent review.

  2. Treat everyone with respect. To maintain an orderly, learning atmosphere it is imperative that students behave in a mature and dignified manner. There will be no inappropriate language, name calling, or taunting allowed.

  3. Participate during class. Students must take math notes, ask questions, and answer questions. This assists in learning the material.

  4. Use appropriate language.

  5. No food, drinks, or gum in the classroom. This is a school rule, as well as a classroom rule.


Good citizenship is expected of all students. A good citizen assumes responsibility for personal success, but also contributes positively toward the success of the group.

Citizenship grades can be outlined as follows:

O (Outstanding) The student’s attitudes and actions have a noticeable positive effect upon the class.

S (Satisfactory) The student’s attitudes and actions display an acceptance of personal responsibility. The student does not have a negative effect upon the class.

N (Needs Improvement) The student’s attitude and actions need to improve for the student to be a successful member of the class.

U (Unsatisfactory) The student’s attitudes and actions have an observable, negative effect upon the class. The student does not strive toward personal success in class.


Students are expected to demonstrate respect for themselves and others at all times. Class participation and preparedness is expected at all times. Good manners will be practiced in the classroom. Any item restricted on this campus (see student handbook) will be confiscated and taken to the Dean’s office. Cell Phones and electronic devices are not allowed to be out during class. No food or drink is allowed in class at any time. Gum chewing is not allowed. No back packs and purses are allowed on desks. No sleeping in class. Talking when not appropriate or other distracting behavior is not allowed. Remain in seat until bell rings. Make use of the five minutes given between classes to take care of personal needs.

Consequences for inappropriate behavior are as follows, using progressive discipline measures:

1. Warning

2. Parent Contact (progressive discipline form)

3. Counselor Referral

4. Dean Referral

After school detention may be assigned at any step after the 1st incident


The Palo Verde tardy policy is defined in the student handbook and will be followed in this classroom, including the use of the Palo Verde tardy form. When the bell rings, students will be inside the classroom or will be marked tardy. The Palo Verde tardy form outlines a variety of consequences including warning, parent notification, loss of participation points, counselor referral, dean referral, and required parent conference.


If a student needs extra help, I will be available in my classroom, Room 800, before and after school. Students are encouraged to inform me if they know they are coming in for help, so I can let them know of any scheduling conflicts. My email is

Please read the course expectations, sign, date, and return this sheet to Mrs. Campbell by Wednesday September 2, 2015.
I have read the expectations for Mrs. Campbell’s Algebra II course for the 2015-2016 school year and will strive to do my part to successfully complete this course. I understand that I must provide a three-ring binder, notebook paper, student planner, textbook, and a writing utensil each day in class.

__________________________________ _______________________________

Student’s Printed Name Parent/Guardian’s Printed Name

__________________________________ _______________________________

Student’s Signature Parent/Guardian’s Signature

__________________________________ _______________________________

Date Date

PARENT/GUARDIAN CONTACT INFORMATION (Please print all information.)
Dear Parent or Guardian:

In order to get the year going in the right direction, I am asking that you take the time to fill-out the information below. I may find it necessary to contact you about grades or behavior during the school year. The information I am requesting will be kept in strict confidence, but I will understand if you choose to leave some areas blank. This information will help me to open up the lines of communication with my strongest ally in the classroom, you. Please know that I welcome and encourage constructive comments and feedback. You may reach me at school through email Thank you for your cooperation.


Mrs. Campbell

Name: _____________________________________ Home #:__________________

Email Address: ___________________________________ Cell #:_______________

Name: _____________________________________ Home #:__________________

Email Address: ____________________________________ Cell #:_______________

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