William H. Peacock, LCDR USN, Ret.
Mathematics Instructor
Split-Page Note Taking PowerPoint
Ch-1 Workbook Answers PDF
Lesson 1-1 PowerPoint
Lesson 1-2 PowerPoint
Lesson 1-3 PowerPoint
Lesson 1-4 PowerPoint
Ch-1 Part A Review Powerpoint
Lesson 1-5 part 1 PowerPoint
Lesson 1-5 part 2 PowerPoint
Lesson 1-6 part 1 PowerPoint
Lesson 1-6 part 2 PowerPoint
Ch-1 Review PowerPoint
Ch-2 Workbook Answers PDF
Lesson 2-1 part 1 Powerpoint
Lesson 2-1 part 2 Powerpoint
Lesson 2-3 Powerpoint
Lesson 2-4 part 1 Powerpoint
Lesson 2-4 part 2 Powerpoint
Ch-2 Part A Review Powerpoint
Lesson 2-6 part 1 Powerpoint
Lesson 2-6 part 2 Powerpoint
Lesson 2-7 Powerpoint
Lesson 2-8 Powerpoint
Ch-2 Part B Review Powerpoint
Ch-3 Workbook Answers PDF
Lesson 3-1 Powerpoint
Lesson 3-2 part 1 Powerpoint
Lesson 3-2 part 2 Powerpoint
Lesson 3-3 Powerpoint
Lesson 3-5 Powerpoint
Ch-3 Review Powerpoint
Ch-4 Workbook Answers PDF
Lesson 4-1 Powerpoint
Lesson 4-2 part 1 Powerpoint
Lesson 4-2 part 2 Powerpoint
Lesson 4-4 part 1 Powerpoint
Lesson 4-4 part 2 Powerpoint
Lesson 4-5 part 1 Powerpoint
Lesson 4-6 part 1 Powerpoint
Lesson 4-7 Powerpoint
Lesson 4-8 part 1 Powerpoint
Lesson 4-8 part 2 Powerpoint
Ch-4 Part B Review Powerpoint
Lesson 7-1 Powerpoint
Lesson 7-2 part 1 Powerpoint
Lesson 7-2 part 2 Powerpoint
Lesson 7-3 Powerpoint
Lesson 7-4 Powerpoint
Algebra 2 - Inactive

Course Description

Building on their work with linear, quadratic, and exponential functions, students extend their repertoire of functions to include polynomial, rational, and radical functions. Students work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. The critical areas for this course, are as follows:
Polynomial, Rational,and Radical Relationships:
This unit develops the structural similarities between the system of polynomials and the system of integers. Students draw on analogies between polynomial arithmetic and base-ten computation, focusing on properties of operations, particularly the distributive property. Students connect multiplication of polynomials with multiplication of multi-digit integers, and division of polynomials with long division of integers. Students identify zeros of polynomials, including complex zeros of quadratic polynomials, and make connections between zeros of polynomials and solutions of polynomial equations. The unit culminates with the fundamental theorem of algebra. A central theme of this unit is that the arithmetic of rational expressions is governed by the same rules as the arithmetic of rational numbers.
Trigonometric Functions:
Building on their previous work with functions, and on their work with trigonometric ratios and circles in Geometry, students now use the coordinate plane to extend trigonometry to model periodic phenomena.
Modeling with Functions:
In this unit students synthesize and generalize what they have learned about a variety of function families. They extend their work with exponential functions to include solving exponential equations with logarithms. They explore the effects of transformations on graphs of diverse functions, including functions arising in an application, in order to abstract the general principle that transformations on a graph always have the same effect regardless of the type of the underlying function. They identify appropriate types of functions to model a situation, they adjust parameters to improvethe model, and they compare models by analyzing appropriateness of fit and making judgments about the domain over which a model isa good fit. The description of modeling as “the process of choosing and using mathematics and statistics to analyze empirical situations, to understand them better, and to make decisions” is at the heart of this unit. The narrative discussion and diagram of the modeling cycle should be considered when knowledge of functions, statistics, and geometry is applied in a modeling context.
Inferences and Conclusions from Data:
In this unit, students see how the visual displays and summary statistics they learned
in earlier grades relate to different types of data and to probability distributions. They identify different ways of collecting dataincluding sample surveys, experiments, and simulationsand the role that randomness and careful design play in the conclusions that can be drawn.
Applications of Probability:
Building on probability concepts that began in the middle grades, students use the languages of set theory to expand their ability to compute and interpret theoretical and experimental probabilities for compound events, attending to mutually exclusive events, independent events, and conditional probability. Students should make use of geometric probability models wherever possible. They use probability to make informed decisions.

Behavioral Expectations

The teacher plays a role in learning but ultimately, you are responsible for the quality of your education. In order to maximize your learning experience, ask yourself the following questions:


  1. Do you attend classes on a regular basis?
  2. Are you on time to class?
  3. Are you prepared for class -- pencil/pen, notebook, calculator?
  4. Do you do your homework everyday?
  5. Do you pay attention in class, participate in discussions and ask relevant questions?
  6. Do you treat all other students with respect and allow for open educational debate?
  7. If you are absent, do you make an effort to find out what was covered and make up the work?
  8. Do you seek extra-help as soon as possible if you did not understand something in class?
  9. If you miss a test, do you take the initiative to arrange a make-up?
These are the behaviors that make for a good student and a good learning environment. You are expected to be such a student.

Atlantic Technical Center and Technical High School



Precalculus Class Rules and Procedures

Office: Room 2437

Tutoring: Mon., Tue., & Thurs. after school by appointment

Phone: 754-321-5300


   Textbook: Prentice Hall, Algebra 2

    Math Notebooks:  2 spiral notebooks (one for class notes and one for homework). Required for class everyday.

     The class notes notebook will be maintained IAW the Independent Split-Page Note Taking PowerPoint Presentation.

     Class notes notebook will graded by chapter. The notebook will be collected the day of each chapter test.

     The homework notebook will be maintained as follows;

     1. Heading on the top of the first page of an assignment. Heading shall include assignment section number, problems assigned, name, period and date.

     2. Show all work to receive credit for homework assignments. Work must be neat and organized.

     3. Homework will be checked daily at the beginning of class during the daily quiz.

         Students are responsible for all material presented in class (whether present or not), including
            announcements about changes in course procedures.


•            This course is very fast-paced and demanding. One topic builds on another. Daily participation is a must. You are responsible for all material presented in class, present or absent, including announcements about course procedures. Exams, quizzes, and homework may include questions on material presented only in class, so performance on these indirectly reflects attendance. I do not reteach previous lessons. If you are absent, it is your responsibility to review the material covered, complete the assignments missed and if you require additional help attend tutoring after school. Tardies – IAW ATC student handbook.


          You must show all work, neatly and organized, or give an explanation to receive credit
for all answers. All work in this course most be your own work IAW the student honor code.

•  Examinations: Chapter tests and/or projects are 60% of total grade. Books and /or notes are not allowed to be used at anytime during a test. Violation of the student honor code will be handled IAW the ATC Student Handbook. 

•  Daily Homework Quiz: Daily quizzes are 20% of total grade. Each daily quiz will contain 4 questions and be graded as follows: 4 correct -100, 3 correct - 85, 2 correct - 70, 1 correct - 50. Normally, a daily quiz will be given during the first 10 minutes of class. Additional quizzes may also be given at times. Daily quizzes missed due to excused absences will not be made up and will not count towards final grade. Daily quizzes missed due to unexcused absences or tardies will be assigned a grade of zero.

•  Homework: Homework is 10% of total grade. Homework will be checked daily during the first 5-10 minutes of class while the daily quiz is being taken. All work must be shown to receive credit, answers only will receive no credit. All work must be neat and organized. Full credit for a homework assignment is 2 points. Partially completed homework will receive half credit, 1 point. No late homework will be accepted. Homework will normally be given every class period.

•  Notebook: Class Notes Notebook is 10% of total grade. Notebook will be graded IAW the Notes Grading Rubric on a scale of 0 to 20. Late notebooks will be graded IAW the ATC student handbook.

•  Course grades: A: 100–90   B+: 89-87   B: 86-80   C+:79-77   C: 76-70  D+: 69-67   D: 66-60   F: 59-0.

•  Makeup work: All makeup homework will be completed in accordance with the student handbook. However, previously assigned work is due the day of return. Makeup homework will be presented during the normal homework check upon your return to class. Makeup tests will be completed in class on the day of return to class. Makeup tests and homework not completed within the required time period will be assigned a grade of zero. Quizzes missed due to excused absence are not made up and do not count toward the final grade. 

Restroom Passes:

                   Restroom passes are only to be used for their stated purpose and should normally take
          about 5 minutes. Only one person at a time will be allowed to go to the restroom. A restroom
          pass will be posted, just go and return the pass. You do not have to ask permission. Restroom
          passes are a privilege. If a student abuses their restroom privileges, then they lose them.

Electronic Devices:

                   IAW the student code of conduct and ATC student handbook, forbidden devices (including,
          but not limited to laptops, iPods, mp3 players and cell phones not turned off and out of sight) will
          be confiscated. Warnings will not be given.


Classroom Rules:

                   #1- Be prepared for class.

                   #2- Do not disrupt the class (talking, horseplay, joking around, etc.).

                   #3- Remain in assigned seat.

                   #4- Participate in all class activates (note taking, working problems, etc.).

                   #4-Class starts and ends IAW the bell schedule.


                   Consequences of breaking the above rules are IAW the ATC student handbook.