Week of Jan. 7

Algebra ½
Wednesday
O: Cr. th. Prb.
Ln#57 notes
H: ln#57
Thursday
O: cr. th. Prb.
Ch: ln#57
Ln#58 notes
H: ln#59
Friday
O: cr. th. Prb.
Ch: ln#59
Ln#60
H: ln#60

Algebra 1
Wednesday
O: cr. th. Prb.
Ln#58 notes
H: ln#58
Thursday
O: cr. th. Prb.
Ch: ln#58
Ln#59 notes
H: ln#59
Friday
O: cr. th. Prb.
Ch: ln#59
Ln#60 notes
H: ln#60


Algebra 2
Wednesday
O: cr. th. Prb.
Ln# 64 & 65 notes
H: ln#64 & 65
Thursday
O: cr. th. Prb.
Ch: ln#64 & 65
Ln#66 notes
H: ln#66
Friday
O: cr. th. Prb.
Ch: ln#66
Ln#67 notes
H: ln#67

3rd quarter approx. testing schedule

Algebra 1/2
Test 14 Tues. Jan. 13
Take Home Test 15Tues. Jan 20
Test 16 Tues. Jan 27
Take Home Test 17 Tues. Feb. 3
Test 18 Tues. Feb. 10
Take Home Test 19 Tues. Feb. 17
Test 20 Tues. Feb. 24
Take Home test 21 Mon. Mar 9

Algebra 1
Test 14 Mon. Jan 12
Take Home Test 15 Mon. Jan 19
Test 16 Mon. Jan 26
Take Home Test 17 Fri. Jan 30
Test 18 Thurs. Feb. 5
Take Home Test 19 Wed. Feb. 11
Test 20 Wed. Feb. 18
Take Home Test 21 Wed. Feb. 25

Algebra 2

Take Home Test 17 Wed. Jan. 14
Test 18 Thurs. Jan 22
Take Home Test 19 Wed. Jan. 28
Test 20 Thurs. Feb. 5
Take Home Test 21 Wed. Feb. 11
Test 22 Thurs. Feb. 19
Take Home Test 23 Wed. Feb. 25

Algebra 1 Project: Due Wednesday Dec. 10

Algebra 1
Nieman
2nd Quarter Project: Math Careers
We all use math everyday – some more than others. In this project, you will examine the use of math concepts in a common (or uncommon) career. You will examine math concepts used within the occupation and compile a written and oral summary of your investigation.

Deadline?
Your Math Career Project must be completed and turned in Tues. Dec. 9.

Paper Topics
Each person must research a different career. You do not have to choose a career on the list, but your topic must be approved by Ms. Kelly. Answer the following questions about the career:
a. What is the nature of the work (job responsibilities, day-to-day activities)?
b. What are the working conditions (outside, inside, office, manager, working alone or on a team)?
c. What qualifications are required (education, training)?
d. What opportunities for advancement are there (what kind of promotions are available)?
e. What is the job outlook (how might this job change in the future, how many of these jobs are available)?
f. What are the potential earnings?

Math Careers
1. Accountant/ CPA
2. Actuary
3. Archeologist
4. Architect
5. Artist
6. Astronaut
7. Astronomer
8. Athlete
9. Attorney
10. Automobile mechanic
11. Banker
12. Budget analyst
13. Carpenter
14. Caterer/ chef
15. Computer programmer
16. Computer technician
17. Contractor
18. Crime scene investigator/ forensic scientist
19. Dentist
20. Dietician/ nutritionist
21. Doctor
22. Electrician
23. Engineer
24. Farmer
25. Fisherman
26. Graphic designer
27. Insurance analyzer
28. Interior designer
29. Marine biologist
30. Marketing director
31. Mortician
32. Musician
33. Network and computer systems administrator
34. Nurse
35. Pathologist
36. Pharmacist
37. Physical or occupational therapist
38. Pilot
39. Police officer
40. Politician
41. Quality control manager
42. Respiratory therapist
43. Rocket scientist
44. Sales associate
45. Small business owner
46. Software designer
47. Taylor/ seamstress
48. Teacher (not math)
49. X-ray technician
50. Other




Guidelines
· Each student must research a different career
· Project has 3 parts: a 1-page written summary, a 1-minute class presentation, and a resource list
· Written summary must be typed, neat, and presentable, with the career name as a title
· Written summary does not need to be a paragraph, but must include all necessary information listed above
· Any student who does not turn in a list of resources (at least 2) will FAIL the assignment – this is cheating
· All written summaries must be the original creation of the individual student
· Oral summary must be at least 1 minute, and must include all necessary information.

Resources
Each student must use at least 2 sources. Sources must be listed appropriately. Here are some links that may be helpful:
http://www.ams.org/careers/archived.html
http://www.maa.org/careers
http://stats.bls.gov/oco/ocos043.htm
Example:
Bibliography

Bourne, Miriam Anne. White House Children. New York: Random House, 1979.

Rabbit, Brer. "Food for Thought." Home Page for Small, Furry Animals. 1997. http://www.hares/bunnies.com (Retrieved 3Oct. 1997).


When Listing a Book Source:
Example:
Bourne, Miriam Anne. White House Children. New York: Random House, 1979.
1. List, in alphabetical order, the author's last name followed by a comma and then the first name. Put a period after the author's name.
2. Next, write the title of the book you used, underline the title and put a period after the title.
3. Then list the place of publication followed by a colon, the name of the publishing company followed by a comma, and the copyright date followed by a period.

When Listing a Web-site Source:
Example:
Rabbit, Brer. "Food for Thought." Home Page for Small, Furry Animals. 1997. http://www.hares/bunnies.com (Retrieved 3Oct. 1997).
1. List, in alphabetical order, the author's last name followed by a comma and then the first name. Put a period after the author's name.
2. If there is a title for the article write it inside quotation marks. Put a period inside the last quotation mark.
3. Then write the title of the site, underline it and end it with a period.
4. List the Web site location and the date of the document or your visit to the site. End with a period.

Week of Dec. 8

Algebra ½
Monday
In-class project (quiz grade) create 10 word problems
Tuesday
Movie
Wednesday
Movie
Thursday
Movie
Friday
CHRISTMAS PARTY

Algebra 1
Monday
Due: mini-project 11 problems
Start project
Tuesday
Continue project work(test grade): research a career that uses math
Wednesday
1-minute presentation on math career & written summary due
Thursday
Movie/ free day
Friday
CHRISTMAS PARTY

Algebra 2
Monday
O: cr. th. Prb.
Ch: ln#63 problems 6-8
Notes: ln # 64
H: begin practice test
Tuesday
No opener
Review practice test # 1-10
Notes: ln#65
Wednesday
No opener
Review practice test#11-20
Notes: ln#66
TEST TOMORROW
Thursday
Test 16
note: if you know you will be absent this day, you should take the test on Wednesday in Study Hall. If you are sick this day, you will take the test in January, upon return, and your Alg 2 2nd quarter grade may change based on the score of this test.
Friday
CHRISTMAS PARTY

Week of Nov. 24 AND Dec. 1

Algebra ½
Monday Nov. 24
O: cr. th. Prb.
Ch: ln#54 odds
Ln#55 & 56 notes
H: ln55&56 odds
Tuesday
THANKSGIVING CELEBRATION
Wednesday - Friday
NO SCHOOL – THANKSGIVING BREAK

Monday Dec. 1
No opener
Ch: ln#55&56
THT 13 (Open Book Quiz)
Tuesday
Project
Wednesday
Project
Thursday
Project
Friday
Movie

Algebra 1
Monday
O: cr. th. Prb.
Ln# 55 notes
H: ln#55
Tuesday
THANKSGIVING CELEBRATION
Wednesday - Friday
NO SCHOOL – THANKSGIVING BREAK

Monday Dec. 1
O: cr. th. Prb.
Ch: ln#55
Ln#56 notes
H: Ln#56
Tuesday
O: cr. th. Prb.
Ch: ln#56
Ln#57 notes
H: ln#57
Wednesday
O: cr. th. Prb.
Ch: ln#57
THT 13 (open book quiz)
Thursday
Project
Friday
Project

Algebra 2
Monday Nov. 24
O: cr. th. Prb.
Ch: ln#58-60 practice
Ln#61 notes
H: ln#61, odds
Tuesday
THANKSGIVING CELEBRATION
Wednesday - Friday
NO SCHOOL – THANKSGIVING BREAK

Monday Dec. 1
O: cr. th. Prb.
Ch: ln#61
Ln#62 notes
H: THT 15
Tuesday
O: cr. th. Prb.
Ch: ln#62
Ln#63 notes
H: ln#63
Wednesday
O: cr. th. Prb.
Ch: ln#63
Ln#64 notes
H: ln#64
Thursday
O: cr. th. Prb.
Ch: ln#64
Ln#65 notes
H: ln#65
Friday
O: cr. th. Prb.
Ch: ln#65
Ln#66 notes
H: practice test (test Dec. 9)

Algebra ½ Review Sheet Test 12 Wed. Nov. 19

Be able to sovle problems using the following concepts:

• overall average
• ratios
• fractionals equations
• decimals as mixed numbers
• square roots and cubed roots
• order of operations
• adding, subtracting, multiplying, & dividing fractions
• unit multipliers
• volume of a prism

Algebra 2 review sheet test 14 Wed. Nov. 19

Be able to solve problems using the following concepts:
· Solution mixing problems
· Percentage weight of chemicals
· Distance problems
· i “imaginary” numbers (remember: i2 = square root of 1)
· roots & exponents
· completing the square (quadratic equations)
· equations of the line
· trigonometric functions (sin, cos, tan)
· unit multipliers
· converting polar values to rectangular values
· arcs of circles
· measurements of similar triangles

Algebra 1 Review Sheet Test 12 Fri. Nov. 21

Know how to complete problems using the following concepts:
· Translating words to algebra
· Mean, median, mode, range
· Circumference & area of a circle
· Percent
· Number line
· F(x) =
· Fractions
· Solve for variables
· Least common multiple
· Greatest common factor
· Distributive property
· Square roots and cubed roots
· Negative exponents
· Angles in triangles
· Volume of a prism

Lesson Plans Week of Nov. 17

Algebra ½
Monday
O: cr. Th. Prb.
Ch: ln#50
Ln#51 notes
H: ln#49 practice, #50 practice, #51 evens
Tuesday
O: review sheet
Ch: ln#51
Ln#52 notes
No homework
Practice test (extra credit)
Wednesday
Test 12
Thursday
O: cr. Th. Prb.
Ln#53 notes
H: ln#53 all
Friday
O: cr. Th. Prb.
Ch: ln#53
Ln#54 notes
H: ln#54 odds


Algebra 1
Monday
Special Presentation: Math Careers
(make-up test during study hall)
Tuesday
O: inductive reasoning
Ln#51 & notes
H: ln#51 practice
& evens
Wednesday
O: cr. Th. Prb.
Ch: ln#51 & 52
Ln#52&53 notes
H: ln #53 evens
Thursday
O: review sheet
Ch: ln#53
Ln#54 notes
H: practice test
Friday
No opener
Test 12


Algebra 2
Monday
Special Presentation: Math Careers
H: practice test
Tuesday
No opener
Review practice test
Ln#58 & 59 notes (if time)
Wednesday
No opener
Test 14
Thursday
O: cr. Th. Prb.
Ln#60 notes
H: ln#58 practice
#59 practice
#60 practice and evens
Friday
O: cr. Th. Prb.
Ch: Ln # 58-60
Ln#61 notes
H: ln#61 odds

Week of Nov. 10

Algebra ½
Monday
O: cr. Th. Prb.
Ch: wkst
Ln#46&47 notes
H: ln#46, 19-24
Ln#47, 21-28
Tuesday
O: cr. Th. Prb.
Ch: ln#46 & 47
Ln# 48 notes
H: ln #48
Wednesday
No opener
Ch: ln#48
THT 11
Thursday
O: cr. Th. Prb.
Ln#49 notes
H: ln#49
Friday
O: cr. Th. Prb.
Ch: ln#49
Ln#50 notes
H: ln#50


Algebra 1
Monday
O: cr. Th. Prb.
Ln#46 notes
H: ln#46
Tuesday
O: cr. Th. Prb.
Ch: ln#46
Ln#47 notes
H: ln#47 practice a-d, even problems
Wednesday
O: cr. Th. Prb.
Ch: ln#47
ln#48 notes
h: THT 11 (due Fri)
Thursday
O: cr. Th. Prb.
Ln#49
H: ln#48 practice a-d, ln#49 practice a-c & problems 17-26
Friday
O: cr. Th. Prb.
Ch: ln#48&49
Ln#50 notes
H: ln#50 evens


Algebra 2
Monday
O: cr. Th. Prb.
Ch: ln #52
Ln#51 & 53 notes
H: ln#51 practice a-b & problems 6-11, ln#53 practice a-b & problems 1-5 & 10-13
Tuesday
O: cr. Th. Prb.
Ch: ln#51 & 53
Ln # 54 notes
H: THT 13 ( due thurs.)
Wednesday
O: cr. Th. Prb.
Ln # 55 notes
H: ln#55
Thursday
O: cr. Th. Prb.
Ch: ln#55
Ln#56 notes
H: ln#56
Friday
O: cr. Th. Prb.
Ch: ln#56
Ln#57

Review Sheets for week of Nov. 3

Algebra ½ Review Sheet: Test 10
Know how to solve problems using the following concepts:
· Ratio word problems
· Average
· Reading bar and circle graphs
· Fractions
· Least Common Multiple
· Decimals
· Unit multipliers
· Graphing points on a rectangular coordinate system
· Variables
· Area


Algebra 1 Review Sheet: Test 10

Know how to solve problems using the following concepts:
· Ratio word problems
· Solving for variables
· Unit multipliers to convert measurements
· Number lines
· Exponents & negative exponents
· Factoring
· Simplifying fractions with negative exponents
· Distributive property
· Absolute value
· Perimeter
· Volume

Algebra 2 Review Sheet Test 12

Know how to solve problems using the following concepts:
· Ratio word problems
· Percentage word problems
· Money word problems
· Distance word problems
· Sin, cosine, and tangent of angles
· Solve for variables
· Solve for two variables by graphing and/or substitution
· Square root problems
· Factoring
· Estimating scientific notation
· Finding equation of the line

Week of Nov. 3rd

Algebra ½
Monday
O: cr. th. Prb.
Ch: ln#41
Ln#42 notes
H: ln#42
Tuesday
O: cr. th. Prb.
Ch: ln#42
Ln#43 notes
H: ln#43
Wednesday
O: review sheet
Ch: ln#43
Ln#44
No Homework: Test Tomorrow
Thursday
Test 10
Friday
O: cr. th. Prb.
Ln# 45
H: ln#45

Algebra 1
Monday
O: cr. th. Prb.
Ch: ln#41
Ln#42 notes
H: ln#42
Tuesday
O: cr. th. Prb.
Ch: ln#42
Ln#43 notes
H: ln#43
Wednesday
O: review sheet
Ch: ln#43
Ln#44 notes
No Homework: Test Tomorrow
Thursday
Test 10
Friday
O: cr. th. Prb.
Ln#45 notes
H: ln#45

Algebra 2
Monday
O: cr. th. Prb.
Ch: ln#48
Ln#49 notes
H: ln#49
Tuesday
O: review sheet
Ch: ln#49
Ln#50 notes
No Homework: Test Tomorrow
Wednesday
Test 12
Thursday
O: cr. th. Prb.
Ln#51 notes
H: ln#51
Friday
O: cr. th. Prb.
Ch: ln#51
Ln#52 notes with DVD instruction
H: ln#52

Week of October 27

Algebra ½
Monday
O: cr. th. Prb.
Ln#37 notes
H: ln#37, all
Tuesday
O: cr. th. Prb.
Ch: ln#37
Ln#38
H: worksheet
Wednesday
O: cr. th. Prb.
Ch: ln#38
Ln#39 notes
H: ln#39, evens
Thursday
No opener
Ch: ln#39
THT9
Friday
O: cr. th. Prb.
Ln#40-41
H: ln#41, all


Algebra 1
Monday
O: cr. th. Prb.
Ln#37 notes
H: worksheet
Tuesday
O: cr. th. Prb.
Ch: ln#37
Ln#38 notes
H: ln#38 practice a&b, problems 1-8 & 17-23
Wednesday
O: cr. th. Prb.
Ch: ln#38
Ln#39 notes
H: THT 9 (due Fri)
Thursday
O: cr. th. Prb.
Ln#40 notes
H: ln#40 practice a-d & problems 1-4 & 8-9 & 16-23
Friday
O: cr. th. Prb.
Ch: ln#40
Ln#41 notes
H: ln#41 practice a-d, problems evens


Algebra 2
Monday
O: cr. th. Prb.
Ln#43 notes
H: worksheet
Tuesday
O: inductive Reasoning
Ch: worksheet
Ln#44 notes
H: ln#44
Wednesday
O: cr. th. Prb.
Ch: ln#44
Ln#45&46
H: THT 11
Thursday
O: cr. th. Prb.
Ln#47 notes
H: ln#45, 6-9
Ln#46, 6-11
Ln#47, 6-10
Friday
O: cr. th. Prb.
Ch: ln#47
Ln#48 notes
H: worksheet

Week of Oct 20

Algebra ½
Monday
O: cr. th. Prb.
(collect THT7)
Ln#33 notes
H: ln#33
Tuesday
O: cr. th. Prb.
Ch: ln#33
Ln#34&35 notes
H: ln#34
Wednesday
O: cr. th. Prb.
Ch: ln#34
Graph practice (finish worksheets from last week)
Thursday
O: review sheet
Ch: ln#35
Ln#36 notes
No homework
TEST TOMORROW!
Friday
Test 8


Algebra 1
Monday
O: cr. th. Prb.
(collect THT7)
Ln#33 notes
H: ln#33, 7-27, odds
Tuesday
O: cr. th. Prb.
Ch: ln#33
Ln#34 notes
H: ln#34, evens
Wednesday
O: cr. th. Prb.
Ch: ln#34
Ln#35 notes
H: ln35, odds
Thursday
O: review sheet
Ch: ln#35
Ln#36 notes
No homework
TEST TOMORROW!
Friday
Test 8

Algebra 2
Monday
O: cr. th. Prb.
(collect THT9)
Ln#40 notes
H: ln#40, odds
Tuesday
O: cr. th. Prb.
Ch: ln#40
Ln#41 notes
H: ln#41 practice a-c & problems 6-15
Wednesday
O: review sheet
Ch: ln#41
Ln#42 notes
No homework
TEST TOMORROW!
Thursday
Test 10
Friday
O: cr. th. Prb.
Ln#43 notes
H: ln#43
Worksheet?

Week of Oct. 13th

Algebra ½
Monday
O: cr. th. Prb.
Ln#29 notes
H: ln#29
Tuesday
Ch: ln#29
Worksheets
Wednesday
O: cr. th. Prb.
Ch: wksts
Ln#30&31 notes
H: ln#31
Thursday
O: cr. th. Prb.
Ch: ln#31
Ln#32 notes
H: THT 7 (due Mon. )
Friday
No class – half day


Algebra 1
Monday
Project Presentations
Ln#29 notes
H: ln#29
Tuesday
O: cr. th. Prb.
Ch: ln#29
Ln#30 notes
H: ln#30
Wednesday
O: cr. th. Prb.
Ch: ln#30
Ln#31 notes
H: ln#31
Thursday
O: cr. th. Prob.
Ch: ln#31
Ln#32 notes
H: wksts
Friday
Ch: wksts
Open Book, Open Note Quiz (THT #7) due Mon


Algebra 2
Monday
O: cr. th. Prb.
Ln#35 notes
H: ln#35
Tuesday
O: cr. th. Prb.
Ch: ln#35
Ln#36 notes
H: ln#36
Wednesday
O: cr. th. Prb.
Ch: ln#36
Ln#37 notes
H: ln#37
Thursday
O: cr. th. Prb.
Ch: ln#37
Ln#38 & 39 notes
H: ln#38 & 39
Friday
Ch: ln#38 & 39
Open Book, Open Note Quiz (THT #9) Due Mon

Week of Oct. 6

Algebra ½
Monday
No opener
Introduce project
Begin work on Proj. in library
Tuesday
No opener
Continue project work (due Thurs.)
Wednesday
In-class review alg. Activity
(proj. due tomorrow!)
Thursday
Project Presentations
Friday
Cultural Day Celebration: ½ Day

Algebra 1
Monday
0: review sheet
Ch: ln#28
Review for test
Introduce Project (due Mon.)
Tuesday
No opener
Test 6
Wednesday
Project work in class (due Monday)
Thursday
Project work in class (due Monday)
Friday
Cultural Day Celebration: ½ Day

Algebra 2
Monday
O: cr. th. Prb.
Ln#32 notes
H: ln#32
Tuesday
O: cr. th. Prb.
Ch: ln#32
Ln#33 notes
H: ln#33
Wednesday
O: review sheet
Ch: ln#33
Ln#34 notes
No homework
TEST TOMORROW!
Thursday
No opener
Test 8
Friday
Cultural Day Celebration 1/2 Day

Approximate Testing Schedule, 2nd Quarter

Algebra 1/2:
Take Home Test 7 Fri. Oct. 17
Test 8 Fri. Oct. 24
Take Home Test 9 Thurs. Oct. 30
Test 10 Thurs. Nov. 6
Take Home Test 11 Wed. Nov. 12
Test 12 Wed. Nov. 19
Take Home Test 13Tues. Nov. 25

Algebra 1:
Take Home Test 7 Mon. Oct. 20
Test 8 Fri. Oct. 24
Take Home Test 9 Thurs. Oct. 30
Test 10 Thurs. Nov. 6
Take Home Test 11Wed. Nov. 12
Test 12 Wed. Nov. 19

Algebra 2:
Take Home Test 9 Thurs. Oct. 16
Test 10 Thurs. Oct. 23
Take Home Test 11 Wed. Oct. 29
Test 12 Wed. Nov. 5
Take Home Test 13 Tues. Nov. 11
Test 14 Tues. Nov. 18
Take Home Test 15 Tues. Nov. 25
Test 16 Thurs. Dec. 4

Take Home Tests will be graded as quizzes. Students may use their book, notes, and homework. Take Home Tests may take longer than a normal homework assignment.
Tests will be taken independently in class, without the use of textbooks, notes, or homework.

Lesson Plans Week of Sept. 29

Algebra ½
Monday
O: cr. th. Prb.
Ln#25 notes
H: ln#25
Tuesday
O: cr. th. Prb.
Ch: ln#25
Ln#26 notes
H: ln#26
Wednesday
O: cr. th. Prb.
Ch: ln#26
Ln#27 notes
H: wkst
Thursday
O: review sheet
Ch: ln#27
Ln#28 notes
No homework
TEST TOMORROW
Friday
No opener
Test 6
No homework


Algebra 1

Monday
no opener
Grp. Wk. cr. th. Prb. wkst
h: finish wkst
Tuesday
No opener
Open Book, Open Note Test 5
Wednesday
O: cr. th. Prb.
Ln#26 practice
H: ln#26, odds
Thursday
O: cr. th. Prb.
Ch: ln#26
Ln#27 notes
H: ln#27, 6-21
Friday
O: cr. th. Prb.
Ch: ln#27
Ln#28 notes
H: ln#28, 6-22


Algebra 2

Monday
O: cr. th. Prb.
Ln#27 practice
H: wkst
Tuesday
O: review
Ch: ln#27
Ln#28 notes
H: ln#28
Wednesday
O: cr. th. Prb.
Ch: ln#28
Ln#29 practice
H: ln#29
Thursday
O: review
Ch: ln#29
Ln#30& 31 notes
Ln#31
Friday
No opener
Open Book, Open Note Test 7

Lesson Plans Week of Sept. 22

Algebra ½
Monday
Test 4
No homework
Tuesday
O: cr. th. Prb.
Ln#21&22 practice
H: ln#21 6-13 & ln#22 6-14
Wednesday
O: cr. th. Prb.
Ch: ln#22
Ln#23 notes
H: ln#23, evens
Thursday
O: cr. th. Prb.
Ch: ln#23
Ln#24 notes
H: ln#24
Friday
Ch: ln#24
Open Book Test 5
No homework


Algebra 1
Monday
O: review sheet
Ch: ln#19 odds
Ln#20 notes
No homework
TEST TOMORROW!
Tuesday
No opener
Test 4
No homework
Wednesday
O: ch. Th. Prb.
Ln#21 notes
H: ln#21 odds
Thursday
O: cr. th. Prb.
Ch: ln#21
Ln#22 notes
H: ln#22
Friday
O: cr. th. Prb.
Ch: ln#22
Ln#23 notes
H: worksheet

Algebra 2
Monday
O: cr. th. Prb.
Ch: ln #21 odds
Ln#22&23 notes
H: Take Home Test 5 (due Wed.)
Tuesday
O: cr. th. Prb.
Ln#24 notes
H: ln#24, 1-4, 15-18, 22-24
(& complete THT 5)
Wednesday
O: cr. th. Prb.
Cr: ln#24 (collect THT 5)
Ln#25a, 25b, & 26a notes
H: worksheet
Thursday
O: review sheet
Ch: ln#25
Ln#25c & 26b notes
No homework
TEST TOMORROW
Friday
No opener
Test 6
No homework

Week of September 17

Algebra ½
Wednesday
O: cr. th. Prb.
Ch: ln#16 & 17, evens
Notes ln# 18
H: ln#18
Thursday
O: cr. th. Prb.
Ch: ln#18
Notes ln#19
H: ln#19, odds
Friday
O: cr. th. Prb.
Ch: ln#19
Notes: ln#20
H: ln#20, 5-17 odds
TEST MONDAY!

Algebra 1
Wednesday
O: Cr. th. Prb.
Ch: ln #16 (collect THT 3)
Notes ln # 17
H: ln#17
Thursday
O: cr. th. Prb.
Ch: ln#17
Notes ln#18
H: ln#18
Friday
O: cr. th. Prb.
Ch: ln#18
Notes ln#19
H: ln#19 odds

Algebra 2
Wednesday
O: cr. th. Prb.
Ch: ln#18 #9-22
Ln #17b& 19b practice
H: Ln#19 12-21
Thursday
O: inductive reasoning wkst
Ch: ln#19, 12-21
Practice ln#20
H: ln#20 evens
Friday
O: cr. th. Prb.
Ch: ln#20
Notes: ln#21
H: ln #21 odds

Week of September 8

Algebra ½
Monday
O: cr. th.
Ln#13 notes
H: ln#13
2-12 evens, 13-21 all, 22-30 evens
Tuesday
O: cr. th.
Ch: ln#13
Ln#14 notes
H: ln#14
Wednesday
O: cr. th. Prob.
Ch: ln#14
Ln#15 notes
H: ln#15
Thursday
Test 3 – Open Notes, Open Book (graded as quiz)
Friday
O: cr. th. Prob.
Ln#16& 17 notes
H: ln#16 & 17, evens

Algebra 1
Monday
No opener
Collect wksts from Fri. & notebooks
Test 2
Tuesday
O: cr. th.
Ln#14 notes
Practice
H: wkst
Wednesday
O: cr. th.
Ch: wkst
Practice
H: wkst (finish)

Thursday
O: cr. thn.
Ch: wkst
ln#15 notes
h: THT #3 - open book, open notes (quiz grade)
Friday
o: cr. th. prb.
ch: ln#15
notes: ln#16
h: ln#16, 9-17

Algebra 2
Monday
O: cr. th. Prb.
Ch: ln#14 & 15
Ln#16 notes
H: ln#16, evens
Tuesday
O: cr. th. Prb.
Ch: ln#16, evens
Ln#17a & 19a practice
H: ln#17, #5-11
Ln#19, #1-11
Wednesday
O: review “sheet”
Ch: ln#17 & Ln#19, selected prob.
Practice for Test
No H: test tomorrow
Thursday
No opener
Test 4
Collect notebooks
Friday
O: cr. th. Prob.
Ln #18 notes
H:ln#18
# 9 – 22

Lesson Plans week of Sept. 1

Algebra ½
Monday
O: Ch.th. prob
Ch: tht#1
Ln#9 notes
h: ln#9
Tuesday
O: cr.th.prb.
Ch: ln#9
Ln#10 notes
h: ln#10, evens
Wednesday
O: cr.th.prb.
Ch: ln#10
Ln#11 notes
H: ln#11 a-c & 1-4, ln#12 1-4
Thursday
O: cr. th. Prb.
Ch: ln#11
Ln#12 notes
H: study for test tomorrow
Friday
Test 2 (collect notebooks)

Algebra 1
Monday
o: cr. th. Ln#4
ch: ln#6
ln#7&8 notes
h: tht #1
Tuesday
O: cr. th.
Ln#9&10 notes
H: ln#9 4-12& 24-27; ln#10 evens
Wednesday
O: cr. th ln#10
Ch: ln#9 & 10
Tl: order of operations
H: worksheet
Thursday
O: review
Ch: worksheet
Ln#11-13 notes
H: ln# 13
Friday
O: cr. th.
Ch: ln#13
Special activity!
H: wkst

Algebra 2
Monday
o: graph
ch: tht #2
ln#7&8 notes
h: ln#8 odds
Tuesday
O: wkst practice
Ch: ln#8 odds
Ln#9&10 notes
H: ln#10, evens
Wednesday
O: cr. th.
Ch: ln#10, evens
Ln#11 notes
h: ln#11
Thursday
O: cr. th.
Ch: ln#11
H: tht #3
Friday
O: cr. th.
Ln#13-15 notes
H: ln#14 5-8 & 12-19, ln#15 evens

Lesson Plans week of Aug. 25

Algebra ½
Monday
o: student info sheet
introductions:
Supply List
Tuesday
o: classroom community brainstorm
1. class constitution
2. Syllabus
Wednesday
O: cr.th. problem
tl ln#1-5
h – problem set 5 pg. 21-22
Thursday
o: review grp proced
ch
Grp – ln#6-8
H – ln#6 pg. 26-27 #6-18, evens
ln#7 pg. 30 #8-14, evens
ln#8 pg. 33-34, evens

Friday
o: cr. th.
in class - test #1
(normally a "take home test", this first one will be done in class, but students can use notes & book to complete it)
no homework

Algebra 1
Monday
o: student info sheet
introductions:
Supply List
Tuesday
o: classroom community brainstorm
1. class constitution
2. Syllabus
Wednesday
o: cr.th.
work on review tests from algebra ½
Thursday
o: cr. th.
work on review tests from algbra 1/2
H – wkst on ln#1-3
Friday
o: cr. th.
ch
h - l#6

Algebra 2
Monday
o: student info sheet
introductions:
Supply List
Tuesday
o: classroom community brainstorm
1. class constitution
2. Syllabus
Wednesday
o: cr. Th.
tl ln# A&B
h – lnB, multiples of 3
Thursday
o: cr. th.
ch
Grp – test 2 work
H – finish test 2 #1-10
Friday
o: review test 2 #1-10
h: complete test #11-20

Supplies

Please have the following supplies as soon as possible, no later than Monday September 1:

calculator with square root function (algebra 2 needs cubed root function)
notebook(s) with graphing paper
2 black pencils with erasers
1 blue pen
1 box of facial tissues
Sturdy Book Cover

Syllabus - Class Policies & Procedures

Mexico City Christian Academy: Algebra 2008 – 2009
Ms. Kelly Nieman

I. Pre-Algebra/ Algebra I/ Algebra II
· 1 credit
· 1 period per day, two semesters
· prerequisite: successful completion of prior Math Class
II. Ms. Kelly Nieman
· B.A. Concordia University, Ann Arbor, MI (Secondary Ed. & Bible)
· M.L.S. Wayne State University, Detroit, MI (School Library Media)
· State of MI Professional Teaching Certificate
· 4 years teaching experience

· Available: after school M-F 3:30 – 4
by appointment 9-10am
· kelly@mcca-mexico.org
· 722-175-1434
III. Textbook & Materials
· Textbook: Saxon Math ½, 1, 2
· Materials: Graphing paper notebook(s) with a total of 200-400 pages, 2 black pencils with erasers, 1 blue pen, calculator with square root function, sturdy book cover (algebra 2 needs a calculator with cubed root function)

IV. Student Expectations (What I expect from you)
· Behavior should reflect the presence of Christ at all times
· Respect MCCA’s standard of conduct
· Accept reasonable discipline
· Be prepared
· Respect others through words and actions· Keep trying - persevere· Be an 'active learner'· Focus on understanding the concept, not only on getting the “right” answer.· Do your own work· Ask questions if you don't understand· Talk to me privately if you need help, have a suggestion, or have a grade concern

V. Teacher Expectations (What you can expect from me)
· To treat you with love and respect as a fellow child of God
· Fairness in grading· Challenging work · Example problems· Organized and prepared lessons aligned with course objectives
· An orderly classroom environment
· Correction and discipline when necessary · Test questions based on what was covered in class and on the quizzes
··Critical Thinking and real-world math application· A really corny joke or pun every now and then

VI. Procedures
Before Entering the Classroom:
· Finish your homework.
· Use the restroom.
· Make sure you have all necessary materials.
When You First Enter the Classroom:
· Sharpen pencil before class starts.
· Be seated in your assigned seat.
· Put assignment in collection bin (with name, date, course name, page number, assignment number, and problem numbers at top of page).
· Begin "warm up" problem in the correct section of binder.
During Class
· Correct your homework, marking errors with a blue pen.
· Take notes as presented by teacher in the correct section of binder
· Participate in all class activities
· Begin homework during worktimes provided during class
· Ask questions when you don’t understand
When the Bell Rings to End the Period:
· Pick up all books, papers, folder, trash, etc.
· Leave only when I dismiss you (normally at the bell).
When I Raise My Hand:
· Freeze! (Stop immediately whatever you are doing or saying.)
· Look at me.
· Wait for further instructions.
Before or after class, or before or after school
· get help, make a suggestion, ask about grade(s)
· complete missed tests or quizzes
· ask about work missed during absence(s)
· determine make-up homework assignment(s)

VII. Discipline Policies
Please see Parent-Student Handbook for more detailed information on MCCA discipline policies.

Note: An orderly classroom environment and general classroom policies have been created to prevent as much disruptive behavior as possible.

1. First disruption – verbal warning and explanation by teacher
2. Second disruption – student receives demerit
3. 3 demerits - school detention

Each tardy is 1 demerit.
Some extreme disruptions may warrant demerit without verbal warning.
Some extreme disruptions may warrant more severe punishment without verbal warning or demerit.

VIII. Evaluation Procedure/ Quarter Grade
· Homework: 50%
o Daily assignments: 30%
o Class Participation: 10%
o Complete Binder/ Notebook: 5%
o Minor Projects, supplemental activities: 5%
· Quizzes/ Take Home “Tests”: 20%
· Tests & Major Project: 30%
· Bonus Problem(s): Extra Credit

IX. Late Work Policy
Late and Incomplete work is NOT accepted.
MCCA policy allows students 2 days “grace period” to earn partial credit for missing assignments. If a student would like the opportunity to earn partial credit for assignments, s/he must meet with Ms. Nieman before or after class or after school to determine an appropriate alternate assignment. Students will not earn partial credit for homework turned in late because we correct daily assignments in class.
Quizzes will take the form of “take-home” open-note tests. These quizzes will be accepted late for partial credit.
Excused absences (illnesses, etc.) and homework: Homework assigned before absence is due on the day student returns to school. Homework assigned during absence is due after student returns to school. MCCA policy allows students one day to make up work for each day absent.

Excused absences (illnesses, etc.) and quizzes: Quizzes are announced one week before administered. Quizzes do not include problems relating to the lessons taught during that week. For this reason, students must complete the quiz on the day it is assigned, even if they were absent any of the 5 days before the quiz. If student is absent on the day the quiz is due, student must return quiz the next day s/he is in school. Exceptions to this policy will be determined individually.

Excused absences (illnesses, etc.) and testing: Tests are announced one week before administered. Tests do not include problems relating to the lessons taught during that week. For this reason, students must take tests on the announced testing day, even if they were absent any of the 5 days before the test. When a student is absent on the day a test is administered, s/he must take the test on the next day s/he is in school. Student must make arrangements to take the test during study hall, or before or after school so that they do not miss any additional days of instruction. Exceptions to this policy will be determined individually.

X. Course Description and Objectives.
· Description: Algebra is an important modern mathematical concept. This course builds on the students’ understanding of basic mathematic skills, develops problem solving, and prepares students for more advanced mathematics.
· Purpose: An ambitious mathematical foundation is important for all aspects of the workplace. A broad mathematical understanding guarantees access to a variety of career and educational options.
· Objectives: The objectives of this course have been determined by the National Council of Teachers of Mathematics. For complete course objectives, please see http://www.nctm.org/ or Ms. Nieman’s coordinating document, “Mathematics Standards for High School”

Successful algebra students will be able to:
Understand relationships among numbers and number systems
Understand meanings of operations and how they relate to one another
develop fluency in operations with real numbers, vectors, and matrices
judge the reasonableness of numerical computations and their results
Understand patterns, relations, and functions
Analyze and interpret functions of variables
Represent and analyze mathematical situations and structures using algebraic symbols
Use mathematical models to represent and understand quantitative relationships
interpret rates of change from graphical and numerical data
Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships
Specify locations and describe spatial relationships using coordinate geometry and other representational systems
Apply transformations and use symmetry to analyze mathematical situations
Use visualization, spatial reasoning, and geometric modeling to solve problems
Understand measurable attributes of objects and the units, systems, and processes of measurement
Apply appropriate techniques, tools, and formulas to determine measurements
Formulate questions that can be addressed with data
collect, organize, and display relevant data to answer questions
Select and use appropriate statistical methods to analyze data
Develop and evaluate inferences and predictions that are based on data
Understand and apply basic concepts of probability
Develop and apply problem solving skills
make and investigate mathematical conjectures
use the language of mathematics to express mathematical ideas precisely
recognize and use connections among mathematical ideas; and apply them in contexts outside of mathematics.
create and use representations to organize, record, communicate, model, and interpret mathematical ideas and phenomena

Mathematics Standards for High School

Mathematics Standards for High School
From http://www.nctm.org/ The National Council of Teachers of Mathematics

Understand numbers, ways of representing numbers, relationships among numbers, and number systems
• develop a deeper understanding of very large and very small numbers and of various representations of them;
• compare and contrast the properties of numbers and number systems, including the rational and real numbers, and understand complex numbers as solutions to quadratic equations that do not have real solutions;
• understand vectors and matrices as systems that have some of the properties of the real-number system;
• use number-theory arguments to justify relationships involving whole numbers
Understand meanings of operations and how they relate to one another
• judge the effects of such operations as multiplication, division, and computing powers and roots on the magnitudes of quantities;
• develop an understanding of properties of, and representations for, the addition and multiplication of vectors and matrices;
• develop an understanding of permutations and combinations as counting techniques
Compute fluently and make reasonable estimates
• develop fluency in operations with real numbers, vectors, and matrices, using mental computation or paper-and-pencil calculations for simple cases and technology for more-complicated cases.
• judge the reasonableness of numerical computations and their results
Understand patterns, relations, and functions
• generalize patterns using explicitly defined and recursively defined functions;
• understand relations and functions and select, convert flexibly among, and use various representations for them;
• analyze functions of one variable by investigating rates of change, intercepts, zeros, asymptotes, and local and global behavior;
• understand and perform transformations such as arithmetically combining, composing, and inverting commonly used functions, using technology to perform such operations on more-complicated symbolic expressions;
• understand and compare the properties of classes of functions, including exponential, polynomial, rational, logarithmic, and periodic functions;
• interpret representations of functions of two variables
Represent and analyze mathematical situations and structures using algebraic symbols
• understand the meaning of equivalent forms of expressions, equations, inequalities, and relations;
• write equivalent forms of equations, inequalities, and systems of equations and solve them with fluency—mentally or with paper and pencil in simple cases and using technology in all cases;
• use symbolic algebra to represent and explain mathematical relationships;
• use a variety of symbolic representations, including recursive and parametric equations, for functions and relations;
• judge the meaning, utility, and reasonableness of the results of symbol manipulations, including those carried out by technology
Use mathematical models to represent and understand quantitative relationships
• identify essential quantitative relationships in a situation and determine the class or classes of functions that might model the relationships;
• use symbolic expressions, including iterative and recursive forms, to represent relationships arising from various contexts;
• draw reasonable conclusions about a situation being modeled
Interpret rates of change from graphical and numerical data
Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships
• analyze properties and determine attributes of two- and three-dimensional objects;
• explore relationships (including congruence and similarity) among classes of two- and three-dimensional geometric objects, make and test conjectures about them, and solve problems involving them;
• establish the validity of geometric conjectures using deduction, prove theorems, and critique arguments made by others;
• use trigonometric relationships to determine lengths and angle measures
Specify locations and describe spatial relationships using coordinate geometry and other representational systems
• use Cartesian coordinates and other coordinate systems, such as navigational, polar, or spherical systems, to analyze geometric situations;
• investigate conjectures and solve problems involving two- and three-dimensional objects represented with Cartesian coordinates
Apply transformations and use symmetry to analyze mathematical situations
• understand and represent translations, reflections, rotations, and dilations of objects in the plane by using sketches, coordinates, vectors, function notation, and matrices;
• use various representations to help understand the effects of simple transformations and their compositions
Use visualization, spatial reasoning, and geometric modeling to solve problems
• draw and construct representations of two- and three-dimensional geometric objects using a variety of tools;
• visualize three-dimensional objects and spaces from different perspectives and analyze their cross sections;
• use vertex-edge graphs to model and solve problems;
• use geometric models to gain insights into, and answer questions in, other areas of mathematics;
• use geometric ideas to solve problems in, and gain insights into, other disciplines and other areas of interest such as art and architecture
Understand measurable attributes of objects and the units, systems, and processes of measurement
• make decisions about units and scales that are appropriate for problem situations involving measurement
Apply appropriate techniques, tools, and formulas to determine measurements
• analyze precision, accuracy, and approximate error in measurement situations;
• understand and use formulas for the area, surface area, and volume of geometric figures, including cones, spheres, and cylinders;
• apply informal concepts of successive approximation, upper and lower bounds, and limit in measurement situations;
• use unit analysis to check measurement computations
Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them
• understand the differences among various kinds of studies and which types of inferences can legitimately be drawn from each;
• know the characteristics of well-designed studies, including the role of randomization in surveys and experiments;
• understand the meaning of measurement data and categorical data, of univariate and bivariate data, and of the term variable;
• understand histograms, parallel box plots, and scatterplots and use them to display data;
• compute basic statistics and understand the distinction between a statistic and a parameter.



Select and use appropriate statistical methods to analyze data
• for univariate measurement data, be able to display the distribution, describe its shape, and select and calculate summary statistics;
• for bivariate measurement data, be able to display a scatterplot, describe its shape, and determine regression coefficients, regression equations, and correlation coefficients using technological tools;
• display and discuss bivariate data where at least one variable is categorical;
• recognize how linear transformations of univariate data affect shape, center, and spread;
• identify trends in bivariate data and find functions that model the data or transform the data so that they can be modeled
Develop and evaluate inferences and predictions that are based on data
• use simulations to explore the variability of sample statistics from a known population and to construct sampling distributions;
• understand how sample statistics reflect the values of population parameters and use sampling distributions as the basis for informal inference;
• evaluate published reports that are based on data by examining the design of the study, the appropriateness of the data analysis, and the validity of conclusions;
• understand how basic statistical techniques are used to monitor process characteristics in the workplace
Understand and apply basic concepts of probability
• understand the concepts of sample space and probability distribution and construct sample spaces and distributions in simple cases;
• use simulations to construct empirical probability distributions;
• compute and interpret the expected value of random variables in simple cases;
• understand the concepts of conditional probability and independent events;
• understand how to compute the probability of a compound event
Develop and apply problem solving skills
build new mathematical knowledge through problem solving;
solve problems that arise in mathematics and in other contexts;
apply and adapt a variety of appropriate strategies to solve problems;
monitor and reflect on the process of mathematical problem solving
select, apply, and translate among mathematical representations to solve problems;
make and investigate mathematical conjectures;
recognize reasoning and proof as fundamental aspects of mathematics;
develop and evaluate mathematical arguments and proofs;
select and use various types of reasoning and methods of proof
use the language of mathematics to express mathematical ideas precisely
organize and consolidate their mathematical thinking through communication;
communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
analyze and evaluate the mathematical thinking and strategies of others;
recognize and use connections among mathematical ideas; and apply them in contexts outside of mathematics

create and use representations to organize, record, communicate, model, and interpret mathematical ideas and phenomena