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Algebra II Syllabus (Standard and Honors)

     Bedford County Schools

          Cascade High School

          Algebra II

Fall 2025 / Spring 2026  - Syllabus Algebra II / Honors Algebra II

Instructor Information

Instructor: Mrs. Deborah Sudduth

Room: Room C-103

School Phone: 931-389-9394

Email Address: [email protected] 

 

Course Information

 

Teacher Goals for Students

 

In my opinion, one of the most precious resources we all have as human beings is “time.”  Students are encouraged to approach this course as an “opportunity to use time well” and not as a “potential time waste.”   This course will follow the Tennessee State and Bedford County Schools guidelines for Algebra II (see below!) – but more importantly, this class is designed to teach you how to:

  • Solve problems
  • Communicate and work with others to overcome adversity
  • Reason through complex situations
  • Make sense and persevere to find solutions.

 

Students in this course are almost adults and have seen enough of life to understand – it’s not “if” you have problems, it’s “when.”  This class has the ability to make you a BETTER problem-solver, communicator and more logical human being.  “When” problems arise, the skillset you develop here will help you make better decisions. 

 

Description (from Tennessee State Standards document)

Algebra 2 further expands a student’s understanding of functions and function types developed in Algebra 1.  In particular, cubic, exponential, inverse, logarithmic, piecewise, and radical functions are studied.  Students explore techniques for representing and solving systems of equations, including graphically, algebraically, and through the use of matrices.  In addition, Algebra II includes an in-depth focus on using statistics to understand data and make decision.

 

Throughout the course, students explore the structures of and interpret functions and other mathematical models.  Algebra 2 topics will build upon previous knowledge requiring student to reason, solve and represent mathematical concepts in multiple ways; i.e., graphically, numerically, and algebraically.  Modeling and real-world problems are introduced throughout the course with standards written to encourage the use of math to answer problems students will encounter in life.

 

Objectives and Outcomes

  • An EOC (End of Course) Exam score of “3” (proficient) or “4” (advanced) will provide evidence that you are proficient in all areas found here (Tennessee Algebra II Standards website).
  • Completion of course with grade of 60 percent or better will result in credit for the course per Bedford County Schools requirements.

Prerequisites Courses

Successful completion of Algebra I and Geometry (credit earned for both courses)

CLASS SUMMARY

SAVVAS

Unit #

Title           (Each item listed here will be a TEST GRADE in Skyward)

Quizzes (* planned – subject to change)

(Each item listed here will be a QUIZ GRADE in Skyward)

1A

Unit 1A – Linear Functions & Systems Part I

Key Features of Functions

Transformations of Functions

No Calculator: + & - Integers 1-12 timed mult/division

Piecewise-Defined Functions

Arithmetic Sequences & Series

No Calculator Simple Fractional Math (add, sub, mult, division)

1B

Unit 1A – Linear Functions & Systems Part 2

Solving Equations (emphasis on Word Problems)

Solving Inequalities (emphasis on Word Problems)

No Calc: Solving complicated multi-step single-variable equations

Solving Equations & Inequalities no calculator

Linear Systems of Equations

Solving Linear Systems with Matrices

2

Unit 2 – Quadratic Functions &  Equations

Vertex / Standard / Factored Forms of a Quadratic

Real-World Quadratic Applications

No Calculator:  Perfect Squares / Square Roots 1-12 and

                  Perfect Cubes / Cube Root 1-5

Linear Quadratic Systems

3

Unit 3 – Polynomial Functions

Graphing Polynomial Functions w/Factoring by hand

Adding, Subtracting, Multiplying Polynomials

Polynomial Identities / Dividing Polynomials

Zeros of Polynomial Functions / Theorems @ Roots

Transformations of Polynomial Functions

Understanding Geometric Formulas as Functions

5

Unit 5 Rational Exponents & Radical Functions

Nth Roots, Radicals and Rational Exponents

Properties of Exponents and Radicals and Graphing Rad Functions

Solving Radical Equations (some without calculator)

Function Operations / Composition of Functions

6

Unit 6 Exponential and Logarithmic Functions

Key Features of Exponential Functons

Exponential Models (real-world applications)

Logarithms & Logarithmic Functions

Solving Exponential and Logarithmic Equations

Geometric Sequences and Series

None

Interim Topics Quizzed Only no Unit Test

Inverse Relations and Functions / One-to-One Functions /

                Even and Odd Functions (all functions studied in Alg II)

Solving Literal Equations (solving for a variable)

10

Matrices

Operations with Matrices – Add, Subtract, Multiply

Review / Extension – Solve systems of equations w/matrices

11

Data Analysis and Statistics

Statistical Studies & Sampling Methods

Data Distributions

Normal Distributions

12

Probability

Probability Events

Conditional Probability

Permutations & Combinations

The Law of Large Numbers

Course Materials

Required:

  • A 1.5: or larger three ring binder, used exclusively for Algebra II
  • 5 dividers
  • Loose Leaf Notebook paper
  • Pencils

NOTE:  Spiral paper / notebooks are not allowed, there are daily handouts that don’t work for a spiral.

Supplementary Materials - Optional

  • $5 room fee
  • a pocket folder of some type that fits within the binder.
  • A ruler for use as a straight edge, at least 6” long, I suggest one with holes to clip into 3 ring binder
  • Colored gel or ink pens that don’t bleed through and dry quickly and / or colored pencils / highlighters

 

Calculator

In class, students will be provided a TI-Nspire CX calculator.  The TI-Nspire CX (NOT THE CAS) is permissible to use on both the ACT and the Tennessee EOC tests.  Some students prefer to have their own calculator – but this is NOT a necessity.  If purchased, please make sure student name is on calculator and cover.

 

We, will also be using the website WWW.DESMOS.COM for graphing and Algebraic operations.  This software is ALSO provided for use during the two ‘calculator’ portions of the Tennessee EOC tests (but cannot be used on the ACT).   It is free for use and is one of the primary reasons the laptop computer is needed daily in class.

 

OneNote

Everything for our class will be uploaded into OneNote and students will learn to utilize this resource the first week of class (as soon as laptops are distributed).  The course Assignment Guide (available in OneNote) provides an overview and schedule of all assignments and due dates.  VIDEOS OF ALL CLASSES are available in OneNote, often solutions to Skill Builders (Homework) are available in OneNote, and copies of filled in class notes are available in OneNote.  OneNote is YOUR FRIEND… make sure you understand how to use it early and access it often.

 

Assessment and Grading

Grading Procedure

All math classes within Cascade High School grade via a percentage system as follows:

Category

Percent

Examples of Sources

Tests

40

Formal Assessments (pre-announced, high level)

Quizzes

30

·        Less-than-a-unit assessments that are used to inform teaching for remainder of unit.

·        Binder Checks

·        Projects / (Some) Class Activities

Practice

20

·        Independent Skill Practice (Homework)

·        Skill Checks (Homework Checks)

·        (Some) Class Activities

Other

10

·        Exit Slips

·        Journals

·        EOC Practice / Bell Work

As in playing sports or learning a musical instrument – practice is important!  Math is not a “spectator sport.”  Students should expect to have three to four assignments per week, and frequent quizzes.

Skill Builder Checks (QUIZZES):

Skill Builders (homework) help students practice the skill(s) we learned in class. I DO NOT grade the Skill Builder itself. I expect students to do as much of it as they feel necessary for them to master the skill. This is different for every student.

 

Students take a Skill Builder Check in class on the day the Skill Builder is due. The Skill Builder Check is brief and more often than not, the questions are the exact questions on the Skill Builder or from notes.  These checks count as quizzes, which are 30% of a student’s grade.

 

If students score below a 60 (80 for honors) on the Skill Builder Check, they will be assigned to come to tutoring during Champ Time (and if they choose to do so, after school tutoring is also available for help!)  The grade for the Skill Builder Check will be a 0 and counted as missing until the mandatory remediation assignment is turned in. Once the remediation is turned in, this will correct the Skill Builder Check grade to a 60 (or 80 for honors).  NOTE:  It is in a student’s best interest to DO THEIR HOMEWORK (Skill Builder) so that they pass the SKILL BUILDER CHECK and don’t have to do the remediation practice. 

 

Beginning in the fall of 2025, we will begin the semester with additional checks to ensure students have basic skills to assist them in success on the non-calculator portion of the EOC test.  This includes (but is not limited to):

  • Quickly multiplying positive and negative integers 1-12
  • Quickly knowing perfect squares / square roots of all integers 1-12
  • Quickly knowing perfect cubes / cube roots of all integers 1-5
  • Be able to understand and apply the order of operations to solve complex algebraic problems without use of a calculator

Each of these skills will be quizzed as we begin the semester with students being required to do extra practice until they successfully reach a grade of 80 or above (regular classes) or for Honors, they will be required to re-take until a 100 is achieved in the allotted time limit.

 

Students with IEPs or 504s will be allotted all special circumstances called for in their educational plans.

Test and Quiz Corrections and Extra Credit:

  • As noted in the “skill builder” (homework) explanation, quiz corrections and extra practice are required and are not optional for students scoring less than 60 (regular) or less than 80 (honor). *** The goal of all this work is so that by the time students take UNIT TESTS, they have had extra practice and will be successful on the test! ***
  • Test remediation is also required, not optional, for skills that are found to be in deficit. Depending on test scores, after extra practice students may be required to re-test and then given the average of their test scores from the first and second test.  This is up to the discretion of the teacher on a test-by-test basis. 
  • I do occasionally offer extra credit (not often – but occasionally). When it is offered, it will be announced to the whole class and clearly explained. I NEVER offer extra credit for just one student.

HONORS:

3 points will be added to the Skyward grade at the end of the quarter and semester, so if Skyward were to calculate a grade as “84” it would be officially posted at the end of the quarter as “87.”

 

SKYWARD and Grades:

Students are expected to keep up with their grades by conducting periodic checks of their Skyward account.  I type in a LOT of grades and occasionally mis-type a “100” as “10” (or worse!)  Please bring these to my attention as soon as possible, by turning in the graded assignment with a note at the top that says “please check this in Skyward” (or something to that affect) OR sending me a (polite – please don’t hurt my feelings!) e-mail asking me to check into the offending grade. 

 

 

 

ABSENT work:

The Bedford County Schools policy for make-up work is available online in the Student Handbook.  I follow this policy.  Please note that make-up work is only available for excused absences (per board policy).

I record class every day and post it in our OneNote, students will be trained on its use in the first days of class.  Students are also provided with absent packets for any days missed. 

Students with extended excused absences (anything over four days) should present a proposed schedule for turning in homework and taking missed tests, to be approved by Mrs. Sudduth. 

LATE work:

Late work (work turned in after stated due date and time and NOT due to an excused absence) is docked 10% per day, up to a maximum of 50%.  No LATE work will be accepted after the test for the work’s unit is completed.

 

Feedback

  • Email will be responded to within 24 hours on business days and most of the time on weekends and holiday (although those, understandably, may take longer to respond).
  • Assignments must be submitted as directed. Generally, this means at the BEGINNING of class on the due date, or by the online time provided if electronic.
  • Grades and assignment feedback will be provided within one week after the assignment deadline (most of the time I hand back papers the NEXT class period, with the exception occurring when I have given a test and a significant number of students need to make up the test). Repeating myself – please check your returned work versus the grade in Skyward to make sure they match.
  • All assignments with due dates will be listed in the Assignment Guide handed out at the beginning of the course, as well as in OneNote.

HONORS Specifics:

Honors Algebra II is intended for students who plan to proceed to Pre-Calculus and Calculus (at a minimum).  The design of the course is not simply “the same material with harder / more work.”  Expectations:

  • Honors course will not review concepts from previous courses (Algebra II, Geometry, Middle School). Students in the Honors Course would be expected to review and remind themselves of these past skills if they aren’t comfortable with them.  In particular, students should be:
    • Fluent with multiplication, perfect squares 1-15, and perfect cubes 1-5 (very fluent means someone knows 11 squared is 121 without think time).
    • Fluent in operations on fractions (adding, subtracting, multiplying, dividing)
    • Fluent in positive and negative integer math (for example, the difference in (-2)2  and -22   )
    • Fluent in operations with exponents. (example t3 X t-5 = )
    • Factor quadratics where a = 1 in your head, and factor quadratics where a not equal to 1 quickly.
  • Honors courses will move at a significantly faster pace than Standard Algebra II, while remaining, basically, in the same Unit of study as Standard classes. This faster pace allows for more varied examples and additional standards.
  • Additional standards included are intended to prepare students for Pre-Calculus and Calculus.
  • Sometimes Honors may be expected to solve the same types of problems as Standard but utilizing additional techniques presented by teacher.
  • Honors students should expect their testing to be different than those taken by Standard classes with the standards and techniques presented to honors present on the test.
  • All students are expected to behave in an honest way, but Honors students are especially expected to operate completely above any sort of misconduct. For this reason, students caught cheating in Honors should expect to receive no credit for the assignment or test on which they were working.
  • Honors students should not expect to have Extra Credit available to Standard classes.
  • Most students excel in Honors courses and make excellent grades because most Honors students have both innate mathematical abilities and extraordinary effort. Without both of these factors, a good deal of learning can still take place but grades may not be what students have seen in the past. 

Academic Integrity/Misconduct

Please review the Student Handbook for information related to academic integrity, expectations, examples and results of misconduct.

Course Ground Rules

  • Students are expected to be in the classroom with work turned into the in-box, seated with materials out and ready to begin learning at the time the bell rings. When the bell rings, student should started on the class “warm up” which will be found in their 3-ring binder notebook.
  • All papers turned in should have
    • Student first AND last name
    • Class Period
    • Date
    • “Name” of assignment (as it appears in the Assignment Guide and in Skyward) – for example: Skill Builder U1.L2-U1.L3     or    Unit 6 Task          (you will become very familiar with assignment name, they appear everywhere!)

FAILURE to repeatedly list all of these items in your paper WILL result in deduction of points.  Attention to detail is an important mathematical concept, and repeated failure to follow these guidelines is a definite lack of attention to details.

  • All students are expected to take an active role in the course, the specifics of this will be described during course orientation. Students are expected to:
    • Actively participate in discussions, group assignments, and related tasks.
    • ASK QUESTIONS, be willing to share your thinking, and be willing to make mistakes and grow through them.
    • Communicate in person and via school e-mail. Per the Family Educational Rights and Privacy Act (FERPA), all course communication will be conducted using Bedford County Schools email.  Faculty will not respond to student contact via a non-institutional assigned account.  You may also stick around after class to ask questions, or (especially if you believe something was graded incorrectly) put the paper back in the “in box” with a note on it for me to please check Skyward.
  • Students will be provided a textbook, lots of handouts and a laptop computer. The notebook and computer will be utilized daily, the hard-copy textbook may be kept at home for reference throughout the course.  Students are responsible for knowing:
    • School system login information and process
    • How to send and receive school system e-mail,
    • How to access the Algebra II OneNote Notebook online
  • Note that for most computer activities in Algebra II, students will be required to use the school-issued laptop. Personal laptops would be allowed on occasion for things like review games, casual activites – but 90% of the time, students will be required to use the school issued laptop.

A final note:  Course Syllabus Changes
The syllabus is not a contract, and the instructor reserves the right to alter this syllabus and the structure of the course, including schedule, assignments, and deadlines, if situations arise that necessitate doing so. Students will be informed at the time of any such change.