Math 2 Fall/Spring Semester 2014 Instructor: Heather Clark Heather.clark@douglas.k12.ga.us Heather.clark@gmail.com 770-652-2736 (Call this number first.

) 678-922-0988 (Emergency contact number) 9 am 8 pm (No calls after 8 pm. Please respect these hours.)

Office Hours: I will be available in the virtual classroom to answer questions during the following days/times: Tuesday 12:00pm 2:00pm Thursday 4:00pm 6:00pm Feel free to book an appointment for an alternative time if necessary. Required Texts: McDouglas Littlel Mathematics 2 Georgia. Communication: Communication is an essential part of online learning. The three appropriate modes of communication are: 1. Email - Emailing me is my preferable method of communication. I will check email multiple times every day. It is expected that students will check their email daily as well. 2. Phone - Please feel free to call with questions, but please be respectful of the hours listed. If there isnt an answer, please leave a voicemail, and I will return your call as soon as possible (within 24 hours during the school week). 3. Chat - In the course home, you have an option to IM your instructor. If you notice me online and have a quick question, please IM me so we can discuss it. Course Description: This is the second course in a sequence of courses designed to provide students with a rigorous program of study in mathematics. It includes complex numbers; quadratic, piecewise, and exponential functions; right triangles, and right triangular trigonometry; properties of circles; and statistical inference. (Prerequisite: Successful completion of Mathematics 1.) Instruction and assessment will include the appropriate use of manipulative and technology. Topics will be represented in multiple ways, such as concrete/pictorial, verbal/written, numeric/data-based, graphical, and symbolic. Many of the concepts that are introduced and used will be in terms of real world applications.

The topics to be covered include: Units of Study: Number of Weeks 8 8 4 6 4 2 Topics Covered Unit One: Quadratics and Complex Numbers Unit Two: Piecewise, Inverse, & Exponential Functions Unit Three: Right Triangle Trigonometry Unit Four: Circles and Spheres Unit Five: Data and Statistics Unit Six: Linear & Quadratic Regression Standards MM2A3, MM2A4 MM2A1, MM2A5 MM2G1, MM2G2 MM2G3, MM2G4 MM2D1, MM2D2 MM2A3, MM2A4, MM2N1

Learning Outcomes: This course is correlated to the following Georgia Performance Standards. MM2N Students will use the complex number system. MM2N1 Students will represent and operate with complex numbers. MM2N1.a Write square roots of negative numbers in imaginary form. MM2N1.b Write complex numbers in the form a + bi. MM2N1.c Add, subtract, multiply, and divide complex numbers. MM2N1.d Simplify expressions involving complex numbers.

MM2A Students will investigate piecewise, exponential, and quadratic functions, using numerical, analytical, and graphical approaches, focusing on the use of these functions in problem-solving situations. Students will solve equations and inequalities and explore inverses of functions. MM2A1 Students will investigate step and piecewise functions, including greatest integer and absolute value functions. MM2A1.a Write absolute value functions as piecewise functions. MM2A1.b Investigate and explain characteristics of a variety of piecewise functions including domain, range, vertex, axis of symmetry, zeros, intercepts, extrema, points of discontinuity, intervals over which the function is constant, intervals of increase and decrease, and rates of change. MM2A1.c Solve absolute value equations and inequalities analytically, graphically, and by using appropriate technology. Absolute value equations and inequalities: Solve absolute value equations

MM2A2 Students will explore exponential functions. MM2A2.a Extend properties of exponents to include all integer exponents. Exponents: Exponents with integer bases MM2A2.b Investigate and explain characteristics of exponential functions, including domain and range, asymptotes, zeros, intercepts, intervals of increase and decrease, rates of change, and end behavior. Exponential functions: Evaluate an exponential function Exponential functions: Match exponential functions and graphs MM2A2.c Graph functions as transformations of f(x) = a to the x power. Exponential functions: Evaluate an exponential function Exponential functions: Match exponential functions and graphs

MM2A2.d Solve simple exponential equations and inequalities analytically, graphically, and by using appropriate technology. MM2A2.e Understand and use basic exponential functions as models of real phenomena. Exponential functions: Exponential growth and decay: word problems MM2A2.f Understand and recognize geometric sequences as exponential functions with domains that are whole numbers. Number sequences: Geometric sequences MM2A2.g Interpret the constant ratio in a geometric sequence as the base of the associated exponential function. Number sequences: Write variable expressions for geometric sequences MM2A3 Students will analyze quadratic functions in the forms f(x) = ax2 + bx + c and f(x) = a(x - h)2 + k. MM2A3.a Convert between standard and vertex form. MM2A3.b Graph quadratic functions as transformations of the function f(x) = x2. Quadratic equations: Characteristics of quadratic functions MM2A3.c Investigate and explain characteristics of quadratic functions, including domain, range, vertex, axis of symmetry, zeros, intercepts, extrema, intervals of increase and decrease, and rates of change. Quadratic equations: Characteristics of quadratic functions MM2A3.d Explore arithmetic series and various ways of computing their sums. Number sequences: MM2A3.e Explore sequences of partial sums of arithmetic series as examples of quadratic functions. MM2A4 Students will solve quadratic equations and inequalities in one variable. MM2A4.a Solve equations graphically using appropriate technology. Linear functions: Standard form: find xand y-intercepts Systems of linear equations: Solve a system of equations by graphing MM2A4.b Find real and complex solutions of equations by factoring, taking square roots, and applying the quadratic formula. Quadratic equations: Solve a quadratic equation using square roots MM2A4.c Analyze the nature of roots using technology and using the discriminant. Quadratic equations: Using the discriminant MM2A4.d Solve quadratic inequalities both graphically and algebraically, and describe the solutions using linear inequalities. MM2A5 Students will explore inverses of functions. MM2A5.a Discuss the characteristics of functions and their inverses, including one-to-oneness, domain, and range. MM2A5.b Determine inverses of linear, quadratic, and power functions and functions of the form f(x) = a/x, including the use of restricted domains. Direct and inverse variation: Write inverse variation equations MM2A5.c Explore the graphs of functions and their inverses. Direct and inverse variation: Graph a proportional relationship MM2A5.d Use composition to verify that functions are inverses of each other. MM2G Students will explore right triangles and right-triangle trigonometry. They will understand and apply properties of circles and spheres, and use them in determining related measures. MM2G1 Students will identify and use special right triangles. MM2G1.a Determine the lengths of sides of 30-60-90 triangles. MM2G1.b Determine the lengths of sides of 45-45-90 triangles. MM2G2 Students will define and apply sine, cosine, and tangent ratios to right triangles.

MM2G2.a Discover the relationship of the trigonometric ratios for similar triangles. MM2G2.b Explain the relationship between the trigonometric ratios of complementary angles. MM2G2.c Solve application problems using the trigonometric ratios. MM2G3 Students will understand the properties of circles. MM2G3.a Understand and use properties of chords, tangents, and secants as an application of triangle similarity. MM2G3.b Understand and use properties of central, inscribed, and related angles. Circles: Central angles. MM2G3.c Use the properties of circles to solve problems involving the length of an arc and the area of a sector. Circles: Arc measure and arc length MM2G3.d Justify measurements and relationships in circles using geometric and algebraic properties. Similarity: Similarity of circles MM2G4 Students will find and compare the measures of spheres. MM2G4.a Use and apply surface area and volume of a sphere. MM2G4.b Determine the effect on surface area and volume of changing the radius or diameter of a sphere. Geometry: Volume and surface area of similar solids MM2D Students will demonstrate understanding of data analysis by posing questions to be answered by collecting data. Students will organize, represent, investigate, interpret, and make inferences from data. They will use regression to analyze data and to make inferences. MM2D1 Using sample data, students will make informal inferences about population means and standard deviations. MM2D1.a Pose a question and collect sample data from at least two different populations. MM2D1.b Understand and calculate the means and standard deviations of sets of data. Statistics: Mean, median, mode, and range MM2D1.c Use means and standard deviations to compare data sets. MM2D1.d Compare the means and standard deviations of random samples with the corresponding population parameters, including those population parameters for normal distributions. Observe that the different sample means vary from one sample to the next. Observe that the distribution of the sample means has less variability than the population distribution. MM2D2 Students will determine an algebraic model to quantify the association between two quantitative variables. MM2D2.a Gather and plot data that can be modeled with linear and quadratic functions. Charts and graphs: Scatter plots: line of best fit MM2D2.b Examine the issues of curve fitting by finding good linear fits to data using simple methods such as the median-median line and "eyeballing." Charts and graphs: Scatter plots: line of best fit MM2D2.c Understand and apply the processes of linear and quadratic regression for curve fitting using appropriate technology. MM2D2.d Investigate issues that arise when using data to explore the relationship between two variables, including confusion between correlation and causation.

Course Schedule:

This course is scheduled to begin Monday, August 6th and will conclude Friday May 23rd. The course schedule runs from Monday to Friday. Please take note that all weekly assignments will be due by Friday at 5:00 pm. The following topics will be covered in this course: Introduction 6 Graphing and converting Quadratics -9 Solving Quadratic Equations Roller Coaster Assignment Due October 12th 10 -11 Solving Complex Numbers - 13 Solving and Graphing Piecewise Functions Rent Control Assignment Due November 22nd Thanksgiving 15-16 Solving and Graphing Inverse Functions -18 Solving and Graphing Exponential Functions Midterm December 13th -20 Christmas Break s 21- 22 Special Right Triangles 23 - 24 Trigonometry, Sine, Cosine, Tangent Trig puzzles due January 17th 25 Angles within circles Winter Break Angles made by chords, secants, tangents Graphing circles project due February 21st 28 - 29 Spheres 31 - 32 Quadratic Regression Spring Break EOCT Review EOCT Final Exam Class Participation: Students are expected to attend and participate in an online course as fully as they would attend and participate in a traditional classroom course. Class participation will be part of your final grade. During the fall and spring terms, students are required to login and perform work in the course at least 4 5 times a week, dispersed throughout the week, for approximately 10-15 hours a week for a 1.0 unit semester course during Fall and Spring terms.

Class participation is measured by contributions made through communication such as discussion forums, emails, synchronous sessions, and submission of assignments, projects, and tests on time. Participation will be considered when determining grades for discussion forums, synchronous sessions, and group projects. Each time you enter the course, participation will be automatically recorded and the length of time in each area is noted. When you post to a discussion, please make sure you check back to see if anyone has responded to you. It is important that you review your peers work in a formal manner and then follow up if necessary. Strategies for Student Learning: The best way to be successful is to participate each day and to always give your best effort. You should let your teacher know immediately if you are giving your best effort and are still struggling in this course. We will work together to find strategies that will help you be more successful. Learning Focused Strategies are research proven strategies that have a strong effect on student achievement. Therefore, in each class, students will: Preview new class topics to accelerate learning Learn through use of Collaborative Pairs, Guided Practice, and Graphic Organizers Learn through thinking skills activities such as compare/contrast, classifying, induction, deduction, and error analysis Take notes and summarize new information Be able to answer Essential Question(s) at the end of each lesson Complete homework/practice Represent ideas in nonlinguistic manners Learn cooperatively

Late Work Policy: During the school year we will have weekly due dates. The assignments are due by Friday at 5:00 PM on the day listed. For each week day an assignment is late, 10% will be deducted. Work turned in at 5:01 PM Friday or later will be considered late and lose 10%. After 5 school days, a grade of 0 will be given. Please be aware of the pacing guide and due dates for all assignments. You may work ahead, but you will not be awarded extra credit for assignments turned in early. Be sure you communicate with your instructor if you have any problems questions.

Grading Policy & Assessments: All assignments will be graded using the following scale and grades will be determined using the weighted system below:

Summative Assessment: Projects 20% EOCT 15% Common Assessment 20% Formative Assessment: Quizzes 20% Classwork/Homework 5% Discussions 15% Synchronous Sessions 5% EOCT: 15% Class Grade Calculation

A 90-100 B 89-80 C 79-70 F below 70

The total grade for Math 2 will be calculated using the following formula: Classroom grade 80% + EOCT grade 20% = 100% of grade Example: Student A has a 90 as the classroom grade and an 86 as the EOCT grade. Student As final grade will be 90(.80) + 80(.20) = 72 + 16 = 88.

Assignments, discussions, tests, and projects will be graded within one week of submission. ONLINE TESTING - Assessments in this course may be randomized, timed or project-based in order to discourage academic dishonesty. Academic Honesty: Cheating is defined to be the willful or deliberate unauthorized use of the work of another person for academic purposes, or inappropriate use of notes or other material in the completion of an academic assignment or test. If a student has cheated or plagiarized work in any manner, the student will be subject to consequences determined by the administration and may be removed from the course with a failing grade. Cheating and plagiarism are major academic offenses. Assignments may be screened with plagiarism detection software to check student work for authenticity. In order to maintain the integrity of all grades, instructors may choose to facilitate random oral assessments and/or face to face exams. Assessments in this course may be randomized, timed or project-based in order to discourage academic dishonesty.

Acceptable Use Policy:

Students are expected to be aware of and comply with the requirements of the Acceptable Use Policy (AUP) when participating in this course. Inappropriate use of electronically-accessed data or information may lead to a students removal from the course and other appropriate academic discipline. The Douglas County School System is offering THINKGATE ELEMENTS PARENT PORTAL to parents/guardians as a means to further enhance communication and to further promote educational excellence. THINKGATE ELEMENTS PARENT PORTAL allows parents/guardians to view their own childs school records anywhere, anytime. In response for the privilege of accessing the site, every parent/guardian is expected to act in a responsible, ethical and legal manner. THINKGATE ELEMENTS PARENT PORTAL is available to every parent/guardian of a student enrolled in an elementary, middle or high school in the Douglas County School System. Parents/guardians are required to adhere to the following guidelines: 1. Parents/guardians will NOT share their password with anyone, including their own children.

2. Parents/guardians will not attempt to harm or destroy data of their own children, of another user, school or district network, or the Internet. 3. Parents/guardians will not use THINKGATE ELEMENTS PARENT PORTAL for any illegal activity, including violation of Data Privacy laws. Anyone found to be violating laws will be subject to civil and/or criminal prosecution. 4. Parents/guardians will not access data or any account owned by another parent/guardian.

5. Parents/guardians who identify a security problem with THINKGATE ELEMENTS PARENT PORTAL must notify the Douglas County School System or the local school immediately without demonstrating the problem to anyone else. 6. Parents/guardians who are identified as a security risk to THINKGATE ELEMENTS PARENT PORTAL or any other Douglas County School System computers or networks, will be denied access to THINKGATE ELEMENTS PARENT PORTAL. Student Right to Privacy: Personally identifiable information from student educational records will not be disclosed without a written release from the appropriate parties, except as allowed in FERPA or other applicable law. Below are some guidelines for you to follow when communicating with your teacher and peers online: When sending e-mails: o Please place the course name and a subject relevant to the question you are asking (eg. Math 2 Special Right Triangles) o Configure your email signature to reflect your full name and contact information (include phone number). o Please allow at least a 24 hour response time from your instructor before sending another e-mail on the same topic, unless its an emergency. When asking a question: o Please be as descriptive as possible. If your question is unclear, I may need to get more information from you which will lengthen the time before you get your answer.

o Refrain from using any abbreviations that are not math related. Remember idk is not a word. o Remember formal writing rules when composing an email, it is an essential skill to master. o Do not hesitate to ask for clarification of an answer. I will respond as quickly as possible. When responding to classmates posts: o Add something pertinent to the discussion, this could be asking for clarification, reflection, offering insights, additional analysis, etc. A post of good job will not earn you any points. o Stay on topic. Make sure you dont stray off. Dont add filler to your post simply to make the length requirements. Post pertinent information. o Check assignment for length of posts and number of posts required. Remember check the rubric before you post. o Use Standard English at all times, on all communications and assignments. Abbreviations such as those used in text messaging are not acceptable. Remember your formal writing techniques and to write in full and complete sentences. o ALL CAPS indicates yelling, please avoid use of all caps, this makes communications difficult to read. o Proofread and spell-check all assignments and communications prior to submission. It is very easy to switch a sign +/- or change a < to a > by accident. o It is very important to be aware of the many ways that a statement may be taken. Be careful with humor and sarcasm. Avoid using statements that may be inflammatory. Use emoticons to demonstrate your tone of voice. A simple can go a long way. o Refrain from lashing back at poorly behaving students! Report any unethical behavior. o Vulgar, obscene, slang, racial, discriminatory or satirical language has no place in the online classroom! Discussion Forums: All modules contain class discussions. This is a good way for you to demonstrate your understanding and mastery of a concept. Discussions may involve two-column proofs, topics in mathematical discoveries, critical problem solving, problem analysis, etc. You are required to post a meaningful discussion post for each module. Each discussion post is required to be at least 3 full sentences in professional writing. You may offer an alternative opinion, agree with an approach, challenge an idea, ask for clarification, or extend the activity. Remember, this is part of your grade, simply writing Good job is not sufficient.

Discussion Rubric for Online Postings CRITERIA EXEMPLARY PROFICIENT INCOMPLETE

Demonstrates an understanding of the question or comment under discussion

Displays an excellent understanding of the comment under discussion by... ...affirming statements and citing relevant research or, ...asking a new related question or, ...making an oppositional statement supported by personal experience or related research.

Displays some understanding of the comment under discussion by... ..affirming statements and citing some research or, ...asking a new somewhat related question or, ...making an oppositional statement somewhat supported by personal experience or related research.

Displays little understanding of the comment under discussion as evidenced by... ...no affirming statements or references to relevant research or, ...asking no related questions or, ...making no oppositional statement supported by any personal experience or related research.

1 point 2 points
Critical applications to professional practice Evidence of critical analysis of a posted idea with clear connections drawn to professional practice. Some evidence of critical analysis of a posted idea with some connections drawn to professional practice.

0 points
Little evidence of critical analysis of a posted idea with no clear connections drawn to professional practice.

2 points
Quality of Written Comments Written responses are free of grammatical, spelling or punctuation errors. The style of writing facilitates communication. Met or exceeded the minimum number of required sentences. 2 points

1 point 0 points
Written responses are largely free of grammatical, spelling or punctuation errors. The style of writing generally facilitates communication. Met the minimum number of required sentences. 1 point 0 points Written responses contain grammatical, spelling or punctuation errors. The style of writing does not facilitate communication. Did not meet the minimum number of required sentences.

Total Points 0-1 points = F

6 points 2-3 points = C 4 points = B 5-6 points = A

Discussion Rubric for Responding to Peers Postings

CRITERIA

EXEMPLARY Submits one initial response early in the session, and two or more thoughtful peer responses early in the session, and more than two peer responses closer to the end of the session. 2 points

PROFICIENT Submits at least one initial response early in the session, and at least two peer responses closer to the end of the session 1 point

INCOMPLETE Does not submit at least one initial response early in the session and/or does not submit at least two peer responses closer to the end of the session.

Quantity and Timeliness

1 point Post(s) and responses show evidence of knowledge and understanding of course content and applicability to professional practice

0 points Post(s) and responses show little evidence of knowledge and understanding of course content and applicability to professional practice

Demonstrates knowledge and understanding of content and applicability to professional practice

Post(s) and responses show evidence of knowledge and understanding of course content and applicability to professional practice, and include other resources that extend the learning of the community. 2 points

1 point

0 points

Generates learning within the community

Posts elicit responses and reflections from other learners and responses build upon and integrate multiple views from other learners to take the discussion deeper.

Posts attempt to elicit responses and reflections from other learners and responses build upon the ideas of other learners to take the discussion deeper. 1 point

Posts do not attempt to elicit responses and reflections from other learners and/or responses do not build upon the ideas of other learners to take the discussion deeper.

2 points

0 points Total Points 0-1 points = F 6 points 2-3 points = C 4 points = B 5-6 points = A

Technology Requirements:

You will need regular access to a computer and Internet service. See the specific technical requirements below.
Technical Requirements

Just as it is necessary to have a pen and paper for traditional, face-to-face classes, the following items are the minimum hardware and software requirements essential to a student's success with GAVS courses: Computer Access: To participate in the Georgia Virtual School Program all students must have regular access to a computer with reliable Internet service. Also, students must have a reliable back-up computer in case of technology problems. Internet Service Provider (ISP) : An ISP is a company that provides the software and access necessary for getting onto the Internet. Students will need reliable Internet access to take GAVS courses. Students will need high speed access to the internet for at least part of each class. Email Account: Students will receive a GAVS email account after your enrollment is complete. However, prior to that, students must provide a valid email account so that the registration system can contact them during the registration process. Software Downloads: Some classes, including AP Calculus, AP Physics, Beginning Programming, Computing in the Modern World, and AP Music Theory require specialized downloads.

TechLiteracy is an online student assessment that will determine your proficiency of your technology skills. This will not be for a grade; it is for your benefit. TechLiteracy will offer you resources and helpful tips to increase your technology literacy. Please take a few minutes to complete the online assessment. Your score will be reported to me so I can offer you support and assistance as you work towards your required technology skill level Tech Support: If you are having technical problems (problems related to accessing course material, etc.) contact your instructor immediately. To prevent problems, back up everything and back it up often. There is heavy Internet usage in the evening between 8 and 10 PM. If you are having trouble getting your work done during these hours, you may want to log in at different times. You are responsible for submitting your work on time. You need to determine two backup places that you will go if your Internet access fails. For example, if you try to get on the Internet and you find your home access won't work, where will you go? Can you go to the local library? Friend's house? If you don't have a backup place to go, then you don't need to take this course. In other words, if your Internet fails, it may severely hinder your progress in this class.

You are required to login to the course 3-4 times per week to check for announcements, e-mail messages, etc. My computer crashed is not an excuse for missing an assignment, just like I missed my bus is not an excuse for missing school. In case you experience technical difficulties or other emergencies, you must have another computer option available to use (school, library, friend, or neighbor). Technology Tips
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Reliable Internet Access make sure you have reliable internet access so you can access your courses around your timeline. Password choose one that is easy to remember but not easy to access. Software essential make sure you are up to date on your software and plugins to be successful in the course. Bookmark websites save the websites you know you are going to use often. You can use the bookmark option your computer offers or you can use Pintrest, Delicious or Diigo to bookmark your pages. This will help keep you organized and save time. Sync Google Calendar to help keep you organized and manage your time, use Google Calendar to keep up with your assignments. Sync Google Calendar to all your mobile devices so you can always access it. Back it up Back up all your work. Use the skydrive if possible but always have a flash drive and ideally a third location to store all your work. Email - you need to check your e-mail at least four times a day to keep up with the pace of the course and help you keep organized. Tech Support dont be shy about calling tech support if something goes awry. Technology can and will fail. Call as soon as you can to get it fixed. Postings refrain from putting anything on the internet that will allow someone to locate you. While school is a safe environment, predators are everywhere. Keep yourself safe.

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Communicate use the technology available to you, chat, blog, discussion, phone, e-mail, to contact me, and your classmates, at any time. Communication is the key to success in online learning.

Copyright Copyright Statement: Materials in this course may be subject to copyright protection. It is the students responsibility to adhere to copyright law and not copy or disseminate copyrighted materials outside of the structured learning environment. Materials do not have to contain a notice of copyright to be protected. For more information on copyright, see the Frequently Asked Questions about Copyright at http://www.copyright.gov/faq.html.

ADA Statement: The instructor provides accommodations for students with a current IEP or 504 Plan. To have accommodations implemented in an online class, the instructor must receive a current copy of the student's Accommodations page (must include both Supportive Aids and Services and Assessment Participation). As soon as this information is received, it will be reviewed and modifications that are applicable to the online environment will be implemented.