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Welcome to Algebra 2AB: Intermediate Algebra Spring Semester 2001 Instructor: Emmanuel Littrel, Ed.M. E-mail: elittrel@lausd.k12.ca.us (Syllabus) (Course Outlines) ALGEBRA 2AB (Annual Course-Grade 8-12) Perquisite: Algebra 1AB 31-03-03/04 Algebra 2AB COURSE DESCRIPTION The course extends the mathematical content of a Algebra 1AB and Geometry 1AB.  Abstract thinking skills, the function concept, and the algebraic solution of problems in various content areas are emphasized.  Calculators and computers may be used throughout the course to aid in the solution of problems, as well as in the verification of estimates and approximations.  Students engage in intellectual activities that include analyzing, classifying, planning, comparing, etc., and communicate their processes and results. They draw on mathematical and scientific ideas and use tools, such as manipulatives, calculators, computers, and assorted instructional materials. They use various techniques to solve problems and investigations. They work in small groups or independently, doing investigations and projects. They consult with each other and with the teacher, keeping journals and other written reports of their work.  The curriculum is rich in solving real problems and investigations and includes a full result, all students will exhibit high levels of achievement by completion of rigorous mathematics that provide barrier-free access to post-secondary education, advanced technology education, or entry into a technology-rich workplace. STANDARDS Upon graduation from LAUSD, students will be able to:  3. Solve problems based on algebraic relationships and functions; explore the relationship between the symbolic mathematical form of a function (expressed in equalities or inequalities) and a two- or three- dimensional graph of that function. S  5. Represent problem situations using discrete structures (combinations and permutations) such as patterns, series, sequences, recurrence relationships, and finite graphs to determine possible combinations and arrangements. LA, S, H  6. Apply theoretical or experimental probability to represent data effectively to make valid, appropriate, and useful decisions. S, H  9. Make and test conjectures (inductive and deductive), construct simple arguments, validate solutions, and apply conclusions to various real-world situations. LA, S, H  12. Use mathematical language and concepts to validate and communicate the solutions of given problems in oral, written, and graphic forms. LA  *H=History/Social Sciences        LA=Language Arts        S=Science Interdisciplinary connections are indicated at the end of each standard. They illustrate the connections between and among content areas. Teachers should establish additional connections which will promote interdisciplinary instruction. REPRESENTATIVE OBJECTIVES The student gives evidence of having achieved the objectives of the course when he or she has the ability to demonstrate mastery and understanding of the concepts as described below. MASTERY - Upon completion of this course, the student will demonstrate comprehension through consistent performance (scoring 75% or better) on tests or in applications of these skills and concepts.     - Arithmetic operations and absolute values of positive         and  negative numbers     - Arithmetic operations with literal symbols     - Linear equations and their graphs     - Inequalities     - Ratio, proportion and variation     - Operations with integers exponents     - Operations with polynomial and rational expressions     - Systems of linear equations with two unknowns;          solutions and applications     - Special products and factoring     - Solutions of quadratic equations by factoring,          formula, graphing, and completing a square     - Square roots and operations with radicals     - Solution of standards word problems     - Application of formulas for perimeter, areas, and         volumes of simple geometric figures PROFESSIONAL DEVELOPMENT All teachers implementing this program should attend professional development activities such as: content specific, network groups, mathematics conferences, training etc. WHAT THE CLASSROOM SHOULD LOOK LIKE Students engage in intellectual activities that include analyzing, classifying, planning, comparing, etc. and communicate their processes and results. They draw on mathematical and scientific ideas and use tools, such as manipulatives, calculators, computers, and assorted instructional materials. They use various techniques to solve problems and investigations and projects. They consult with each other and with the teacher keeping journals and written reports of their work. The curriculum is rich in real problem solving and investigations and include full range of mathematical concepts. Assessment is integrated with the curriculum and instruction. This visions is at work in every part of the classroom. As a result of this vision, all students will exhibit high levels of achievement by completion of rigorous mathematics that provide barrier free access to post secondary education, advanced technology education, or entry into a technology rich workplace. SUPPORT FOR THE CLASSROOM All students shall have access to hands-on instruction that requires the use of manipulative materials and graphing calculators. ASSESSMENT Teachers and students should be involved in assessment strategies such as: benchmark objectives, performance assessment, journals, and portfolios. PROGRAM RECOMMENDATIONS Refer to Memorandum No. 12 Office of the Superintendent, August 26, 1996, LIST OF AUTHORIZED INSTRUCTIONAL MATERIALS, for listing of titles of textbooks and other instructional materials. For more information, call Jefferson High School Distance Learning at (323) 232-2261 and speak with Emmanuel Littrel Ed.M., Mathematics Department  Hardware/software requirements: PC Pentium I (133 Mhz) or better, 32 Mb RAM, Windows 95, 98 or 2000, and Media Player 6.0 or better (can be downloaded at the same time as the Rotor Player).

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