This document provides an introduction to an Algebra 2 class. It outlines the challenging course material that will be covered, including matrices, polynomials, quadratic and polynomial functions. It emphasizes the prerequisites of being comfortable with fractions and solving linear equations. The expectations are to work hard, take responsibility for learning, ask questions, help others, and act with maturity. Extra credit options are described as opportunities to further learning through creative projects, not as ways to pass without understanding the material. Wisdom from Benjamin Franklin is shared about nurturing new ideas and knowledge for unlimited potential.

1. Welcome to Algebra 2

2. Allow me to share a few thoughts on: Class Material Prerequisites Expectations Extra-Credit Wisdom (not necessarily my own)

3. I will be the first to admit, some of the material covered in this class is going to be challenging. A large part of it will be somewhat abstract, (as in difficult to visualize or draw a picture of). Material

4. We will discuss such things as: Adding & Multiplying Matrices Material

5. We will discuss such things as: Adding & Multiplying Matrices Material

6. We will Factor Polynomials Material

7. We will Factor Polynomials Material

8. We will Factor Polynomials Material

9. We will Graph and Solve Quadratic Functions Material

10. We will Graph and Solve Quadratic Functions Material

11. We will Graph and Solve Polynomial Functions Material

12. We will Graph and Solve Polynomial Functions Material

13. We will study several other topics as well but, there’s no need in upsetting or scaring you here. Material

14. Prerequisites are the things you should know before entering a class (situation). Prerequisites I expect you to be extremely comfortable with manipulating, (add, subtract, multiply & divide) fractions! I will review such questions within the first couple of days, after that, any lengthy discussion of fractions will become an after-school activity. You should feel very comfortable solving such equations as follows:

15. Prerequisites are the things you should know before entering a class (situation). Prerequisites I expect you to be extremely comfortable with manipulating, (add, subtract, multiply & divide) fractions! I will review such questions within the first couple of days, after that, any lengthy discussion of fractions will become an after-school activity. You should feel very comfortable solving such equations as follows:

16. Prerequisites are the things you should know before entering a class (situation). Prerequisites I expect you to be extremely comfortable with manipulating, (add, subtract, multiply & divide) fractions! I will review such questions within the first couple of days, after that, any lengthy discussion of fractions will become an after-school activity. You should feel very comfortable solving such equations as follows:

17. Prerequisites are the things you should know before entering a class (situation). Prerequisites Solving and graphing basic linear equations will be reviewed. However, if this seems to give you much trouble, you will want to get in for extra help and get it under control rapidly. This is an Algebra 1 task.

18. Prerequisites are the things you should know before entering a class (situation). Prerequisites Solving and graphing basic linear equations will be reviewed. However, if this seems to give you much trouble, you will want to get in for extra help and get it under control rapidly. This is an Algebra 1 task.

19. Prerequisites are the things you should know before entering a class (situation). Prerequisites Solving and graphing basic linear equations will be reviewed. However, if this seems to give you much trouble, you will want to get in for extra help and get it under control rapidly. This is an Algebra 1 task.

20. Prerequisites are the things you should know before entering a class (situation). Prerequisites Solving and graphing basic linear equations will be reviewed. However, if this seems to give you much trouble, you will want to get in for extra help and get it under control rapidly. This is an Algebra 1 task.

21. My expectations are very simple: Expectations

22. My expectations are very simple: Work Hard! Expectations

23. My expectations are very simple: Work Hard! Take responsibility for your self and your education. Expectations

24. My expectations are very simple: Work Hard! Take responsibility for your self and your education. Ask questions when you don’t understand, (during class, before or after school). Expectations

25. My expectations are very simple: Work Hard! Take responsibility for your self and your education. Ask questions when you don’t understand, (during class, before or after school). Help others when you can. Expectations

26. My expectations are very simple: Work Hard! Take responsibility for your self and your education. Ask questions when you don’t understand, (during class, before or after school). Help others when you can. Always act and respond with maturity and integrity . Expectations

27. Everyone asks about “Extra – Credit” at one time or another. So, let’s define what extra-credit IS , and Extra – Credit

28. Everyone asks about “Extra – Credit” at one time or another. So, let’s define what extra-credit IS , and Extra – Credit A different means of helping you learn a mathematical idea. Extra-Credit IS:

29. Everyone asks about “Extra – Credit” at one time or another. So, let’s define what extra-credit IS , and Extra – Credit A different means of helping you learn a mathematical idea. A different means for you to express a mathematical idea. Extra-Credit IS:

30. Everyone asks about “Extra – Credit” at one time or another. So, let’s define what extra-credit IS , and Extra – Credit A different means of helping you learn a mathematical idea. A different means for you to express a mathematical idea. A way for you to enhance an already passing grade. Extra-Credit IS:

31. Everyone asks about “Extra – Credit” at one time or another. So, let’s define what extra-credit IS , and Extra – Credit A different means of helping you learn a mathematical idea. A different means for you to express a mathematical idea. A way for you to enhance an already passing grade. A chance to better learn one of our technologies. Extra-Credit IS:

32. Everyone asks about “Extra – Credit” at one time or another. So, let’s define what extra-credit IS, and what extra-credit IS NOT . Extra – Credit

33. Everyone asks about “Extra – Credit” at one time or another. So, let’s define what extra-credit IS, and what extra-credit IS NOT . Extra – Credit A means of passing an exam or the class, without learning the material! Extra-Credit IS NOT:

34. Everyone asks about “Extra – Credit” at one time or another. So, let’s define what extra-credit IS, and what extra-credit IS NOT . Extra – Credit A means of passing an exam or the class, without learning the material! It will not be a “ brain-dead ” activity. It will require a lot of thought and effort. Extra-Credit IS NOT:

35. Everyone asks about “Extra – Credit” at one time or another. Ideas I have for Extra-Credit: Extra – Credit

36. Everyone asks about “Extra – Credit” at one time or another. Ideas I have for Extra-Credit: Make a Movie of a problem (or problems), that we’ve discussed in class. Finally, your project will be placed in your wiki page. Extra – Credit

37. Everyone asks about “Extra – Credit” at one time or another. Ideas I have for Extra-Credit: Make a Movie of a problem (or problems), that we’ve discussed in class. Finally, your project will be placed in your wiki page. Create a PowerPoint, explaining some topic that we’ve discussed. Your project can be uploaded to “SlideShare” and placed in your wiki page. Extra – Credit

38. Everyone asks about “Extra – Credit” at one time or another. Ideas I have for Extra-Credit: Make a Movie of a problem (or problems), that we’ve discussed in class. Finally, your project will be placed in your wiki page. Create a PowerPoint, explaining some topic that we’ve discussed. Your project can be uploaded to “SlideShare” and placed in your wiki page. As long as you understand my overall goal, (your math education), then I am open to other ideas. Extra – Credit

39. Wisdom Ben Franklin was once asked what good a new invention was, he responded:

40. Wisdom Ben Franklin was once asked what good a new invention was, he responded: “ What good is a newborn baby?”

41. Wisdom Ben Franklin was once asked what good a new invention was, he responded: “ What good is a newborn baby?” Translation:

42. Wisdom Ben Franklin was once asked what good a new invention was, he responded: “ What good is a newborn baby?” Translation: What good is mathematics?

43. Wisdom Ben Franklin was once asked what good a new invention was, he responded: “ What good is a newborn baby?” Translation: What good is mathematics? In an immature state, none!

44. Wisdom Ben Franklin was once asked what good a new invention was, he responded: “ What good is a newborn baby?” Translation: What good is mathematics? In an immature state, none! If nurtured and developed properly, there is no limitation.

45. Wisdom Ben Franklin was once asked what good a new invention was, he responded: “ What good is a newborn baby?” Translation: What good is mathematics? In an immature state, none! If nurtured and developed properly, there is no limitation. “ If a man empties his purse into his head, no one can take it away from him. An investment of knowledge always pays the best interest.” Benjamin Franklin