Algebra 2 which grade

I would recommend that you contact the department head s of the school s that you are interested in to inquire as to what system they use. Different schools do it differently. At my kids school the courses go: Algebra 1, Geometry, Algebra 2, Pre Calculus Some students start their HS sequence in 7th, others in 8th, others in 9th.

Additionally, some students take Geometry and Algebra 2 in the same year. The bottom line is students can take Algebra 2 in 9th, 10th or 11th grade. Look up the course catalog at the school where you want to student teach and see when most of the kids are taking that class. At our high school the college bound kids would have taken Algebra 2 as sophomores. Please register to post and access all features of our very popular forum.

It is free and quick. Additional giveaways are planned. All courses. Algebra 2 Equations and inequalities Overview Solve equations and simplify expressions Line plots and stem-and-leaf plots Absolute value Solve inequalities. Algebra 2 How to graph functions and linear equations Overview Functions and linear equations Graph functions and relations Graph inequalities. Algebra 2 How to solve system of linear equations Overview Solving systems of equations in two variables Solving systems of equations in three variables.

Algebra 2 Matrices Overview Basic information about matrices How to operate with matrices Determinants Using matrices when solving system of equations. Algebra 2 Polynomials and radical expressions Overview Simplify expressions Polynomials Factoring polynomials Solving radical equations Complex numbers.

Algebra 2 Quadratic functions and inequalities Overview How to graph quadratic functions How to solve quadratic equations The Quadratic formula Standard deviation and normal distribution. Shifting functions : Transformations of functions Reflecting functions : Transformations of functions Symmetry of functions : Transformations of functions Scaling functions : Transformations of functions. Putting it all together : Transformations of functions Graphs of square and cube root functions : Transformations of functions Graphs of exponential functions : Transformations of functions Graphs of logarithmic functions : Transformations of functions.

Cube-root equations : Equations Quadratic systems : Equations Solving equations by graphing : Equations. Unit circle introduction : Trigonometry Radians : Trigonometry The Pythagorean identity : Trigonometry Trigonometric values of special angles : Trigonometry. Graphs of sin x , cos x , and tan x : Trigonometry Amplitude, midline and period : Trigonometry Transforming sinusoidal graphs : Trigonometry Graphing sinusoidal functions : Trigonometry Sinusoidal models : Trigonometry.

Modeling with function combination : Modeling Interpreting features of functions : Modeling Manipulating formulas : Modeling. Modeling with two variables : Modeling Modeling with multiple variables : Modeling. Course challenge. Community questions. Students will become fluent in operating with rational and radical expressions and use the structure to model contextual situations.

In this unit, students will also revisit the concept of an extraneous solution, first introduced in Unit 1, through the solution of radical and rational equations. In Unit 5, Exponential Modeling and Logarithms , students will model with exponential growth and decay, including use of the continuous compounding base, e , to solve contextual problems in finance, biology, and other situations.

Students will learn that logarithms are the inverse of exponentials and operate with and graph logarithms fluently. Students will discover the strength of logarithms to identify solutions, features, and patterns in functions.

Students will use exponential functions and logarithmic functions as part of a system of functions in modeling contexts. In Unit 6, The Unit Circle and Trigonometric Functions , students will review geometric trigonometry as an introduction to trigonometric functions. Students will use sketches of the trigonometric functions of sine and cosine to develop understanding of the reciprocal trig functions, inverse trig functions, and transformational identities of trig functions.

Features of trigonometric functions represented graphically will be translated to algebraic representations, and the features unique to trig functions will be explored and used in mathematical and application problems.

Students will be introduced to the unit circle and will be expected to derive this easily. The Pythagorean identity will be used heavily in this unit, and students will be expected to know this identity and derive other forms of the identity for use in problems.

This unit concludes the formal study of transformation, inverse, systems, features of functions, and using different functions to model contexts that began in Unit 1. In Unit 7, Trigonometric Identities and Equations , students will develop a foundation for calculus concepts by expanding their conception of trigonometric functions and looking at connections between trigonometric functions.

Reasoning flexibly about trigonometric functions and seeing that expressions that look different on the surface can actually act the same on certain domains sets the stage for a study of differentiation and integration, where periodic functions have many useful properties and act as useful tools to study calculus.

Students will also apply algebraic techniques to trigonometry, helping them better understand trigonometric functions graphically and through the unit circle, as well as see the power of algebraic manipulation and structure in expressions. In Unit 8, Probability and Statistical Inference , students explore experimental and conditional probability in an experimental context. An emphasis on conditional probability helps students to reason about cause and effect and serves as an introduction to principles of experimental analysis.

Students will also explore making inferences, with a focus on normal distributions and understanding the outcomes of random processes when they are repeated over time. Lastly, students will use distributions to make inferences about populations based on samples and apply an understanding of variability to reason about the relationship between samples and populations.