## Advanced Algebra II

**Textbook: Springboard Algebra 2**

Course Description

Course Description

This course focuses on reinforcing many of the skills that developed in algebra and geometry with increased attention on investigating functions and statistical analysis. This course moves at a rigorous pace and introduces multiple problem solving techniques. This course will stress more problem solving, applications and critical thinking that is expected of college bound students. The units covered will include topics in linear programming, polynomial, rational, exponential, logarithmic, and trigonometric functions. In addition, topics from analytic geometry (conic sections), complex numbers, probability and statistics, sequences and series will be covered. ACT/MME objectives will be incorporated throughout the year. A graphing calculator is required. Exit Learning Outcomes: College Core Abilities. After successful completion of this course, students will be able to apply the principles of Algebra to pursue a more detailed study of functions and proceed to Pre-calculus.

The following website is for our former

**Algebra 2**book: www.algebra2.com. It has a TON of useful information and help. You only need a code to access the actual Student Edition textbook found online. (Yes it is the actual book.) Please see your teacher for the code. (FB60C8CA08)

Banks Flip Math Link

Video 1: Relations and Functions

Video 2: Linear Equations

Video 3: Slope and Writing the Equation of a Line

Video 4: Scatter Plots

Video 5: Special Functions

**Questions for Tongue Twister Activity**

1) Draw a scatter plot

2) Draw a line of best fit

3) Write the equations of the line.

4.) How long will it take for 20, 30, 50, and 100 people?

5) What is the average rate of change for 4 and 12 people?

6) How could scatter plots be used in real life?

Show we expect everyone to have the same answer for #4? Why or Why not?

1) Draw a scatter plot

2) Draw a line of best fit

3) Write the equations of the line.

4.) How long will it take for 20, 30, 50, and 100 people?

5) What is the average rate of change for 4 and 12 people?

6) How could scatter plots be used in real life?

Show we expect everyone to have the same answer for #4? Why or Why not?

**Additional Resources****Click here**to access the Algebra 2 Glencoe Student Workbooks

Click here for Chapter 8 Practice Test Solutions Page 1

Click here for Page 2

Click here for Page 3

Click here for Page 4

Click here for Page 5

Click here for Page 6