1. ALGEBRA 2; AGENDA; DAY 1; MON. AUG. 24, 2015 (1st 9-Weeks) ›OBJECTIVE: DISCUSS OPENING OF SCHOOL PROCEDURE. Introduce the Number Systems (Real and Complex Numbers) ›ACTIVITIES: (1) DISTRIBUTE OPENING OF SCHOOL MATERIALS. ›(2) MATH PROBLEM (If time permits). Notes on the Real Number systems. Pg. 15 #10 – 12, & 35 – 40. ›HOME LEARNING: CHECK THE KILLIAN WEBSITE FOR INFORMATION ABOUT THIS CLASS.

2. ALGEBRA 2; AGENDA; DAY 2; TUE. AUG. 25, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; –THE REAL AND COMPLEX NUMBER SYSTEMS : › OBJECTIVE: SWBAT: Identify properties of real numbers. › MAFS.912.N-CN.1.1 Students will add, subtract, and multiply complex numbers and use i² = -1 to write the answer as a complex number. ›ACTIVITIES: Review Properties of Real numbers. Notes on complex numbers. ›Perform arithmetic operations with complex numbers. › Home Learning:

3. REAL NUMBERS AND NUMBER OPERATIONS ›Whole Numbers 0, 1, 2, 3, …. ›NATURAL NUMBERS; 1, 2, 3, ……. ›INTEGERS: -3, -2, -1, 0, 1, 2, 3, …. ›RATIONAL NUMBERS: numbers such as ¾, 1/3, and -4/1 (or -4) that can be written as ratio of two integers. When written as decimals, rational numbers terminate or repeat. For example, ¾ = 0.75 and 1/3 = 0.333….. ›Irrational Numbers; Real #s that are not rational, such as the square root of 2, and pi.

4. PROPERTIES OF ADDITION AND MULTIPLICATION ›Let a, b, and c be real numbers ›Property Addition Multiplication ›Closure a + b is a real number ab is a real # ›Commutative a + b = b + a ab = ba ›Associative (a + b) + c = a + (b + c) (ab)c = a(bc) ›Identity a + 0 = a, 0 + a =a a.1 = a, 1. a = a ›Inverse a + (-a) = 0 a. 1/a = 1, a /= 0 ›Distributive a(b + c) = ab + ac

5. ALGEBRA 2; AGENDA; DAY 3; WED. AUG. 26, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; –THE COMPLEX NUMBER SYSTEMS : › OBJECTIVE: SWBAT: MAFS.912.N-CN.1.1 Students will add, subtract, and multiply complex numbers and use i² = -1 to write the answer as a complex number. ›ACTIVITIES: Perform arithmetic operations with complex numbers. Worksheet on Complex numbers. › Home Learning: Vocabulary worksheet (Due 8/28/15)

6. ALGEBRA 2; AGENDA; DAY 4; THUR. AUG. 27, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; –THE COMPLEX NUMBER SYSTEMS : › OBJECTIVE: SWBAT: MAFS.912.N-CN.1.1 Students will graph in the complex number plane, and divide complex numbers. Remember to use i² = -1 to write the answer as a complex number. ›ACTIVITIES: Collect worksheet. ›C/W: Pg. 253 #14, 16, 17, & 28-32 (all). › Home Learning: Vocabulary worksheet (Due 8/28/15)

7. ALGEBRA 2; AGENDA; DAY 5; FRI. AUG. 28, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; –THE COMPLEX NUMBER SYSTEMS : › OBJECTIVE: SWBAT: MAFS.912.N-CN.1.1 Students will find complex number solutions of quadratic equations. ›ACTIVITIES: Discuss Pg. 253 #14, 16, 17, & 28-32 (all). ›Classwork: Pg. 253-254 # 34 – 44 (even) & 45-55 (all) › Home Learning: Vocabulary W/S Today!! (Due 8/28/15)

8. ALGEBRA 2; AGENDA; DAY 6; MON. AUG. 31, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; –THE COMPLEX NUMBER SYSTEMS : › OBJECTIVE: SWBAT: MAFS.912.N-CN.1.1 Students will find complex number solutions of quadratic equations. ›ACTIVITIES: Discuss Pg. 254 #34-44 & 45-55(ALL). ›C/W: REVIEW SHEET ON COMPLEX NUMBERS. › Home Learning: Vocabulary W/S Today!! Period 4 (Due 8/31/15); QUIZ ON TUESDAY. (THE COMPLEX NUMBER SYSTEMS)

9. ALGEBRA 2; AGENDA; DAY 7; TUE. SEPT. 01, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; –THE COMPLEX NUMBER SYSTEMS : › OBJECTIVE: SWBAT: MAFS.912.N-CN.1.1; MAFS.912.N- CN.1.2 Students will add, subtract, and multiply complex numbers and use i² = -1 to write the answer as a complex number. Students will graph in the complex number plane, and divide complex numbers. ›Students will find complex number solutions of quadratic equations. ›ACTIVITIES: Discuss Review sheet. ›QUIZ #1 ON COMPLEX NUMBERS. › Home Learning: WORKSHEET ON COMPLEX NUMBERS.

10. ALGEBRA 2; AGENDA; DAY 8; WED. SEPT. 02, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; –ROOTS AND RADICAL EXPRESSIONS: CHAPTER 6.1 PG. 361 - 373 ›OBJECTIVE: SWBAT: MAFS.912.N-RN.1.1. › Review by writing square roots, cube roots in exponential form. ›ACTIVITIES: Review the complex number systems. ›Notes on finding all real roots, simplifying radical expressions. ›Pg. 364 # 10 – 28(even). › Home Learning:

11. ALGEBRA 2; AGENDA; DAY 9; THUR. SEPT. 03, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; –ROOTS AND RADICAL EXPRESSIONS: CHAPTER 6.1 PG. 361 - 373 ›OBJECTIVE: SWBAT: MAFS.912.N-RN.1.1. › Review by writing square roots, cube roots in exponential form. ›ACTIVITIES: Notes on finding all real roots, simplifying radical expressions. Identify perfect squares, cubes and 4 th roots. ›Pg. 364 # 10 – 28(even). › Home Learning:

12. ALGEBRA 2; AGENDA; DAY 10; FRI. SEPT. 04, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; –ROOTS AND RADICAL EXPRESSIONS: CHAPTER 6.1 PG. 361 - 373 ›OBJECTIVE: SWBAT: MAFS.912.N-RN.1.1. › Solve real world problems using radicals. ›ACTIVITIES: Discuss Pg. 365 # 31 – 42 (all). SEE answer KEY on the KILLIAN website. › Home Learning:

13. ALGEBRA 2; AGENDA; DAY 11; TUE. SEPT. 08, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; –ROOTS AND RADICAL EXPRESSIONS: CHAPTER 6.1 PG. 361 - 373 ›OBJECTIVE: SWBAT: MAFS.912.N-RN.1.2. ›Rewrite expressions involving radicals and rational exponents using the properties of exponents. ›ACTIVITIES: Model procedure for simplifying radical expressions. Pg. 365 # 31 – 42 (all). SEE ANSWER KEY ON THE KILLIAN WEBSITE. ›See worksheet Practice 6.1. › Home Learning:

14. ALGEBRA 2; AGENDA; DAY 12; WED. SEPT. 09, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; –MULTIPLYING AND DIVIDING RADICAL EXPRESSIONS: CHAPTER 6.2 PG. 367 - 373 ›OBJECTIVE: SWBAT: MAFS.912.N-RN.1.2. › Multiply and divide radical expressions. Simplifying a Radical Expression. Rationalize the denominator. ›ACTIVITIES: Model procedure for simplifying radical expressions. ›C/W: PG. 371 # 10 – 50 (EVEN); DUE 9/11/15 › Home Learning:

15. ALGEBRA 2; AGENDA; DAY 13; THUR. SEPT. 10, 2015 (1 st 9-Weeks) –MULTIPLYING AND DIVIDING RADICAL EXPRESSIONS: CHAPTER 6.2 PG. 367 - 373 ›OBJECTIVE: SWBAT: MAFS.912.N-RN.1.2. › Multiply and divide radical expressions. Simplifying a Radical Expression. Rationalize the denominator. ›ACTIVITIES: Discuss W/S Practice 6.2. ›C/W: PG. 372; # 58 – 68 (EVEN), and #69-79 (all); DUE 9/11/15 › Home Learning: Complete classwork.

16. ALGEBRA 2; AGENDA; DAY 14; FRI. SEPT. 11, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; –MULTIPLYING AND DIVIDING RADICAL EXPRESSIONS: CHAPTER 6.2 PG. 367 - 373 ›OBJECTIVE: SWBAT: MAFS.912.N-RN.1.1. › Simplifying, Multiplying and dividing radical expressions. ›ACTIVITIES: Collect PG. 372; # 58 – 68 (EVEN), and #69-79 (all); ›Home Learning: See worksheet on Killian website (Review worksheet for test on Tuesday 9/15/15).

17. ALGEBRA 2; AGENDA; DAY 15; TUE. SEPT. 15, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; › OBJECTIVE: SWBAT: MAFS.912.N-CN.1.1 Students will add, subtract, and multiply complex numbers and use i² = - 1 to write the answer as a complex number. › MAFS.912.N-RN.1.1. Adding, subtracting, Multiplying and dividing radical expressions. ›ACTIVITIES: Collect Pg. 372; # 58 – 68 (EVEN), and #69-79 (all); and worksheet 6.2. ›Worksheet on Standardized Test Prep. (Roots & Radical Expressions) ›TEST #1 is tomorrow (Wed. 9/16/15). ›Home Learning: Review for test.

18. ALGEBRA 2; AGENDA; DAY 16; WED. SEPT. 16, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; ›BINOMIAL RADICAL EXPRESSIONS: PG. 374 – 380. ›OBJECTIVE: SWBAT: MAFS.912.N-RN.1.2: Rewrite Expressions involving radicals and rational exponents using the properties of exponents. ›ACTIVITIES: Notes on adding, subtracting, multiplying, and dividing binomial radical expressions. ›Pg. 378: # 10, 19, 20, 22, 24, 28, 29, 30, 32, 33. › Home Learning:

19. ALGEBRA 2; AGENDA; DAY 17; THUR. SEPT. 17, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; ›BINOMIAL RADICAL EXPRESSIONS: PG. 374 – 380. ›OBJECTIVE: SWBAT: MAFS.912.N-RN.1.2: Rewrite Expressions involving radicals and rational exponents using the properties of exponents. ›ACTIVITIES: Discuss Pg. 378. # 10, 19,20, 22, 24, 28, 29, 30, 32, 33. ›C/W Pg. 379. # 38 – 48 (even), 56 – 62 (even) › Home Learning:

20. ALGEBRA 2; AGENDA; DAY 18; FRI. SEPT. 18, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; ›RATIONAL EXPONENTS. PG 381 - 388 ›OBJECTIVE: SWBAT: MAFS.912.N-RN.1.2: Rewrite Expressions rational exponents using the properties of exponents. ›ACTIVITIES: Discuss Pg. 379. # 38 – 48 (even), 56 – 62 (even) ›C/W: Pg. 386 # 10 – 34 (even) ›Home Learning:

21. ALGEBRA 2; AGENDA; DAY 19; MON. SEPT. 21, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; ›RATIONAL EXPONENTS. PG 381 - 388 ›OBJECTIVE: SWBAT: MAFS.912.N-RN.1.2: Rewrite Expressions rational exponents using the properties of exponents. ›ACTIVITIES: Discuss : Pg. 386 # 10 – 34 (even) ›C/W: PG. 386 # 40, 42, 45, 52, 54, 56, 62, 66. ›Home Learning: Check the Killian website for Review worksheet. [Test on Thursday (9/24/15): Radical expressions and Rational Exponents]

22. ALGEBRA 2; AGENDA; DAY 20; TUE. SEPT. 22, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; ›RATIONAL EXPONENTS. PG 381 - 388 ›OBJECTIVE: SWBAT: MAFS.912.N-RN.1.2: Rewrite Expressions rational exponents using the properties of exponents. ›ACTIVITIES: Discuss : PG. 386 # 40, 42, 45, 52, 54, 56, 62, 66. ›C/W: Worksheet Practice 6.4 (Rational Exponents) › Home Learning: Check the Killian website for Review worksheet. [Test on Thursday (9/24/15): Radical expressions and Rational Exponents]

23. ALGEBRA 2; AGENDA; DAY 21; THUR. SEPT. 24, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; ›RATIONAL EXPONENTS. PG 381 - 388 › OBJECTIVE: SWBAT: MAFS.912.N-RN.1.2: Rewrite Expressions rational exponents using the properties of exponents. MAFS.912.N-RN.1.1. Adding, subtracting, Multiplying and dividing radical expressions. ›ACTIVITIES: TEST #2 RADICAL EXPRESSIONS & RATIONAL EXPONENTS. ›Home Learning: Will collect Review Packet tomorrow.

24. ALGEBRA 2; AGENDA; DAY 22; FRI. SEPT. 25, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; ›SOLVING SQUARE ROOT AND OTHER RADICAL EQUATIONS; PG. 390 – 395. › OBJECTIVE: SWBAT: MAFS.912.N-RN.1.2: Solve square Root and other Radical Equations. ›ACTIVITIES: Model solving square root and radical equations. ›Pg. 395; #10 – 24, 28, 31. (Total = 10 items) ›Home Learning: No assignment. ›Open House on Wednesday 9/30/15.

25. ALGEBRA 2; AGENDA; DAY 23; MON. SEPT. 28, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; ›TYPES OF STATISTICS: Samples and Surveys: Pg 718 - 723 › OBJECTIVE: SWBAT: MAFS.912.S-IC.2.3 MAFS.912.S-IC.2.3 ›Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. ★ ›ACTIVITIES: Discuss Pg. 395; #10 – 24 (even), 28, 31. (Total = 10 items) ›Model examples of types of samples and surveys. ›Pg. 721 #6 – 16 (ALL) ›Home Learning: › Open House on Wednesday 9/30/15.

26. ALGEBRA 2; AGENDA; DAY 24; TUE. SEPT. 29, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; ›TYPES OF STATISTICS: Samples and Surveys: Introduction to Standard Deviation. › OBJECTIVE: SWBAT: MAFS.912.S-IC.2.3 MAFS.912.S-IC.2.3 ›Recognize the purposes of and differences among sample surveys, experiments, and observational studies; Calculate Standard Deviation. ★ ›ACTIVITIES: W/S: PRACTICE 11.7; ›Notes on Calculating Standard Deviation ›Home Learning: › Open House on Wednesday 9/30/15.

27. ALGEBRA 2; AGENDA; DAY 25; WED. SEPT. 30, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; ›Measures of Dispersion: › OBJECTIVE: SWBAT: MAFS.912.S-ID.1.4 MAFS.912.S-ID.1.4 ›Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. ›ACTIVITIES: Notes on Measures of Dispersions; Model finding Standard Deviation. ›Worksheet on Calculating Standard Deviation ›Home Learning: › Open House today [Wednesday 9/30/15].

28. ALGEBRA 2; AGENDA; DAY 26; THUR. OCT. 01, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; ›Measures of Dispersion: The Normal Distribution Curve › OBJECTIVE: SWBAT: MAFS.912.S-ID.1.4 MAFS.912.S-ID.1.4 ›Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. ★ ›ACTIVITIES: Notes on Measures of Dispersions; Model finding Standard Deviation. Introduction to the Normal Distribution Curve. ›Calculating Standard Deviation. Worksheet on Normal Distribution. ›Home Learning:

29. ALGEBRA 2; AGENDA; DAY 27; FRI. OCT. 02, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; ›Measures of Dispersion: The Normal Distribution Curve › OBJECTIVE: SWBAT: MAFS.912.S-ID.1.4 MAFS.912.S-ID.1.4 ›Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. ★ ›ACTIVITIES: Complete Practice worksheet 11.9. ›Worksheet on Normal Distribution. ›Home Learning:

30. ALGEBRA 2; AGENDA; DAY 28; MON. OCT. 05, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; (ODD DAY) ›Measures of Dispersion: The Normal Distribution Curve › OBJECTIVE: SWBAT: MAFS.912.S-ID.1.4 MAFS.912.S-ID.1.4 ›Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. ›ACTIVITIES: Complete Practice worksheet 11.9.G ›Worksheet on Normal Distribution. ›Home Learning:

31. ALGEBRA 2; AGENDA; DAY 29; TUE. OCT. 06, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; (EVEN DAY) ›Measures of Dispersion: The Normal Distribution Curve › OBJECTIVE: SWBAT: MAFS.912.S-ID.1.4 MAFS.912.S-ID.1.4 ›Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. ›ACTIVITIES: Complete Practice worksheet 11.9.G ›Worksheet on Normal Distribution. ›Home Learning:

32. ALGEBRA 2; AGENDA; DAY 30; WED. OCT. 07, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; (EVEN DAY) ›Measures of Dispersion: The Normal Distribution Curve › OBJECTIVE: SWBAT: MAFS.912.S-ID.1.4 MAFS.912.S-ID.1.4 ›Calculate the z-score and use it to compare a data point to the population. ›ACTIVITIES: Worksheet on using the Z-score table. ›Home Learning:

33. ALGEBRA 2; AGENDA; DAY 31; THUR. OCT. 08, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; (Early Release Day) ›Measures of Dispersion: The Normal Distribution Curve › OBJECTIVE: SWBAT: MAFS.912.S-ID.1.4 MAFS.912.S-ID.1.4 ›Calculate the z-score and use it to compare two data points. ›ACTIVITIES: Worksheet on Normal Distribution. ›Home Learning:

34. ALGEBRA 2; AGENDA; DAY 32; FRI. OCT. 09, 2015 (1 st 9-Weeks) ›SEE BELL RINGER; ›Measures of Dispersion: The Box & Whisker Plot › OBJECTIVE: SWBAT: MAFS.912.S-ID.1.4 MAFS.912.S-ID.1.4 ›Calculate the five summary points. Use given data to draw the Box & Whisker Plot. ›ACTIVITIES: WORKSHEET ON CALCULATING THE Z- SCORE. ›HOME LEARNING: Review for test.

35. ALGEBRA 2; AGENDA; DAY 33; MON. OCT. 12, 2015 (1 st 9-Weeks ›SEE BELL RINGER; ›Measures of Dispersion: The Box & Whisker Plot. (CONTD). › OBJECTIVE: SWBAT: MAFS.912.S-ID.1.4 MAFS.912.S-ID.1.4 ›Calculate the five summary points. Use given data to draw the Box & Whisker Plot. Find Percentile. ›Vocabulary: Conditional probability, measures of central tendency, mean, median, mode, bimodal, quartiles, box-and-whisker plot, percentiles, outlier, measures of variation, range of a data set, interquartile range, standard deviation, z-score, sample, sample proportion, random sample, margin of error, binomial experiment, binomial probability, normal distribution, standard normal curve ›Worksheet with given data. Identify 5 summary points. › ACTIVITIES: See “Review Sheet” online. Print and practice. Test on Thursday (10/15/15).

36. ALGEBRA 2; AGENDA; DAY 34; TUE. OCT. 13, 2015 (1 st 9-Weeks ›SEE BELL RINGER; › OBJECTIVE: SWBAT: MAFS.912.S-IC.2.4 MAFS.912.S-IC.2.4 ›Use data from a sample survey to estimate a population mean or proportion, develop a margin of error through the use of simulation models for random sampling. › ACTIVITIES: Worksheet with given data. Identify 5 summary points, and Percentiles Notes on percentiles and 5 summary points. › HOME LEARNING: See “Review Sheet” online. Print and practice. Test on Thursday (10/15/15).

37. ALGEBRA 2; AGENDA; DAY 35; WED. OCT. 14, 2015 (1 st 9-Weeks ›SEE BELL RINGER; ›PROBABILITY › OBJECTIVE: SWBAT: MAFS.912.S-IC.1.2 MAFS.912.S-IC.1.2 ›Find the probability of an event using theoretical, experimental, and simulation method. ›ACTIVITIES: Notes on Probability. Re-teaching activity ch. 11.2 › HOME LEARNING: See “Review Sheet” online. Print and practice. Test on Thursday (10/15/15).

38. PROBABILITY ›ESSENTIAL UNDERSTANDING: The probability of an impossible event is 0 (or 0%). The probability of a certain event is 1 (or 100%). Otherwise, the probability of an event is a number between 0 and 1 (or a percent between 0% and 100%). ›The probability of an event (experimental or theoretical) is never less than zero or more than one. The experimental probability of an event found using a number of trials or a simulation may differ from the theoretical probability because of randomness. ›Experimental Probability of an Event

39. PROBABILITY ›An experiment is a situation involving chance or probability that leads to results called outcomes. ›An outcome is the result of a single trial of an experiment. ›An event is one or more outcomes of an experiment. ›Probability is the measure of how likely an event is. ›In order to measure probabilities, mathematicians have devised the following formula for finding the probability of an event.

40. Example 1: Finding Experimental Probability ›Of the 60 vehicles in a teacher’s parking lot today, 15 are pickup trucks. What is the experimental probability that a vehicle in the lot is a pickup truck? ›The set of all possible outcomes to an experiment or activity is a sample space. When each outcome in a sample space has the same chance of occurring, the outcomes are equally likely outcomes. If a sample space has n equally likely outcomes and an event A occurs in M of these outcomes, then the theoretical probability of event A is.

41. Example 2: Finding Experimental Probability The probability of event A is the number of ways event A can occur divided by the total number of possible outcomes. Let's take a look at a slight modification of the problem from the top of the page. Experiment 2: A spinner has 4 equal sectors colored yellow, blue, green and red. After spinning the spinner, what is the probability of landing on each color? Outcomes: The possible outcomes of this experiment are yellow, blue, green, and red.

42. Example 2: Finding Experimental Probability

43. THEORETICAL PROBABILITY ›What is the theoretical probability of each event? ›a) getting a 5 on one roll of a standard number cube. There are six equally likely outcomes; 1, 2, 3, 4, 5, and 6. 5 occurs one way.. ›b). Getting a sum of 5 on one roll of two standard number cubes. There are 36 possible equally likely outcomes. The favorable outcomes are those with a sum of 5.

44. ALGEBRA 2; AGENDA; DAY 36; THUR. OCT. 15, 2015 (1 st 9-Weeks ›SEE BELL RINGER; ›TEST: MEASURES OF DISPERSIONS, › OBJECTIVE: SWBAT: MAFS.912.S-ID.1.4 MAFS.912.S-ID.1.4 ›Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. ›Calculate the five summary points. Use given data to draw the Box & Whisker Plot. Find percentiles. ›.Calculate the z-score and use it to compare a data point to the population. › ACTIVITIES: TEST.

45. ALGEBRA 2; AGENDA; DAY 37; FRI. OCT. 16, 2015 (1 st 9-Weeks ›SEE BELL RINGER; ›PROBABILITY › OBJECTIVE: SWBAT: MAFS.912.S-IC.1.2 MAFS.912.S-IC.1.2 ›Find the probability of an event using theoretical, experimental, and simulation method. ›ACTIVITIES: Notes on Probability. ›C/W: Worksheet on probability; Practice Ch. 11.2 ›HOME LEARNING:

46. ALGEBRA 2; AGENDA; DAY 38; MON. OCT. 19, 2015 (1 st 9-Weeks ›SEE BELL RINGER; ›PROBABILITY › OBJECTIVE: SWBAT: MAFS.912.S-IC.1.2 MAFS.912.S-IC.1.2 ›Find the probability of an event using theoretical, experimental, and simulation method. ›ACTIVITIES: Discuss Probability Practice 11.2 ›C/W: Worksheet on probability; Practice A ›Getting student sign up with KHAN ACADEMY. › HOME LEARNING: Complete worksheet if you did not complete in class.

47. ALGEBRA 2; AGENDA; DAY 39; TUE. OCT. 20, 2015 (1 st 9-Week ›SEE BELL RINGER; ›PROBABILITY › OBJECTIVE: SWBAT: MAFS.912.S-IC.1.2 MAFS.912.S-IC.1.2 ›Find the probability of an event using theoretical and experimental. ›ACTIVITIES: Discuss Probability Practice B. ›Notes on Independent and Dependent Events ›C/W: Independent & Dependent Events › HOME LEARNING: Complete worksheet if you did not complete in class. Assignment on KHAN ACADEMY (PROBABILITY).

48. ALGEBRA 2; AGENDA; DAY 40; WED. OCT. 21, 2015 (1 st 9-Week ›SEE BELL RINGER; ›Topic 1 Test Items › OBJECTIVE: SWBAT: MAFS.912.S-IC.1.2 MAFS.912.S-IC.1.2 ›Identify types of test items, find solutions, and show procedure for solving such items. ›ACTIVITIES: Solve complex numbers and Rational expressions. › HOME LEARNING: Complete worksheet if you did not complete in class. Assignment on KHAN ACADEMY (PROBABILITY).

49. ALGEBRA 2; AGENDA; DAY 41; THUR. OCT. 22, 2015 (1 st 9-Week ›SEE BELL RINGER; ›PROBABILITY TREE › OBJECTIVE: SWBAT: MAFS.912.S-CP.1.5 – Recognize and explain the concepts of conditional probability. ›ACTIVITIES: Create a probability tree to identify the total outcome. › More Worksheet on Independent & Dependent Events › HOME LEARNING: Complete worksheet if you did not complete in class. Assignment on KHAN ACADEMY (PROBABILITY).

50. PROBABILITY TREES ›A coin is biased so that it has a 60% chance of landing on heads. If it is thrown three times find the probability of getting: (1) P(3 heads); (2) P(2 heads and a tail); ›(3) P(at least 1 head).

51. PROBABILITY TREES ›In a bag of ten marbles, three are red and seven are green. Two marbles are drawn out at random. With the aid of a probability tree, find the probability of; ›(a) choosing 2 red marbles. (b)choosing 2 marbles that are the same color. © choosing different colored marbles.

52. ALGEBRA 2; AGENDA; DAY 42; FRI. OCT. 23, 2015 (1 st 9-Week ›SEE BELL RINGER; ›PROBABILITY (CONDITIONAL) › OBJECTIVE: SWBAT: MAFS.912.S-CP.1.5 – Recognize and explain the concepts of conditional probability and independence in situations. ›ACTIVITIES:C/W: More Worksheet on Independent & Dependent Events › HOME LEARNING: Complete worksheet if you did not complete in class. Assignment on KHAN ACADEMY (PROBABILITY).

53. ALGEBRA 2; AGENDA; DAY 43; MON. OCT. 26, 2015 (1 st 9-Week ›SEE BELL RINGER; ›PROBABILITY (CONDITIONAL) › OBJECTIVE: SWBAT: MAFS.912.S-CP.1.5 – Recognize and explain the concepts of conditional probability and independence in situations. ›ACTIVITIES:C/W: More Worksheet on Independent & Dependent Events › HOME LEARNING: Complete worksheet if you did not complete in class. Assignment on KHAN ACADEMY (PROBABILITY).

54. INDEPENDENT AND DEPENDENT EVENTS ›ESSENTIAL UNDERSTANDING: To find the probability of two events occurring together, you have to decide whether one event occurring affects the other event. › To find the probability that one event and another event occur, first decide if the events are independent or dependent. Two events are independent events if the occurrence of one event does not affect the probability of the occurrence of the other event. So independent events are events that have no bearing on each other. Two events are dependent events if the occurrence of one event does affect the probability of the occurrence of the other event. If Event ›A cannot happen at the same time as Event B, then the events are said to be mutually exclusive. ›If Event A and Event B are mutually exclusive, P(A and B) = 0.

55. Identifying Independent and Dependent Events ›Tell whether the events are independent or dependent. ›a. You toss a coin and it shows heads. You toss the coin again and it shows tails. › b. You randomly draw a name from a hat. Then, without putting the first name back, you randomly draw a second name. ›Solution ›a. The result of the first coin toss does not affect the result of the second coin toss. So, the events are independent. ›b. Because you do not replace the first name, there is one fewer name in the hat for the second draw. This affects the results of the second draw. So, the events are dependent.

56. Checkpoint ›Examples of Independent Events: ›Choosing one object each out of two different containers. ›Choosing an object from a container, replacing it, and then choosing another object. ›Tell whether the events are independent or dependent. ›1. You roll a 5 on a number cube, then you roll a 6. ›2. You randomly draw a marble from a bag. Then you put it back in the bag and randomly draw another marble from the bag.

57. Independent Events: ›Independent Events: You roll a number cube and toss a coin. These events are independent because rolling the number cube does not affect the result of the coin toss. From the table, you can see that there are 12 possible outcomes. The probability of rolling an odd number and getting heads is. You can also find the probability of rolling an odd number and getting heads by multiplying. P(odd number and heads) = P(odd number) * P(heads) › H 1, H 2, H 3, H 4, H 5, H 6, › T I, T 2, T 3, T 4, T 5, T 6. ›This result suggests the following rule.

58. Independent Events: ›Probability of Independent Events: › Words: For two independent events, the probability that both events occur is the product of the probabilities of the events. If A and B are independent events, then ›P(A and B) = P(A) * P(B). ›Finding the Probability of Independent Events ›Passwords A computer randomly generates 4-digit passwords. Each digit can be used more than once. What is the probability that the first two digits in your password are both 1?

59. Finding the Probability of Independent Events ›Passwords: › A computer randomly generates 4-digit passwords. Each digit can be used more than once. What is the probability that the first two digits in your password are both 1? ›1. What is the probability that all four digits are 1? › ›2. Critical Thinking In Example ABOVE, ›if each digit can be used only once, are the events still independent? Explain.

60. Probability of Dependent Events ›Probability of Dependent Events ›For two dependent events, the probability that both events occur is the product of the probability that the first event occurs and the probability that the second event occurs given that the first event has occurred. If A and B are dependent events, then: › P(A and B)= P(A) * P(B given A). ›Examples of DEPENDENT EVENTS ›Choosing two objects out of one container. ›Choosing an object and then choosing a second object without replacing the first.

61. Dependent Events: ›Dependent Events A bag contains 5 red marbles and 5 blue marbles. You randomly draw a marble, then you randomly draw a second marble without replacing the first marble. Because you don’t replace the first marble, the probability that the second marble is a certain color is affected by the color of the first marble that you draw. These two events are dependent.

62. Dependent Events: ›Dependent Events: A bag contains 5 red marbles and 5 blue marbles. You randomly draw a marble, then you randomly draw a second marble without replacing the first marble. Because you don’t replace the first marble, the probability that the second marble is a certain color is affected by the color of the first marble that you draw. These two events are dependent. The probability that you draw a blue marble after drawing a red marble is written as P(blue given red). You can find the probability of drawing a red marble and then drawing a blue marble as shown. ›P(red) = 5/10= 1/2; P(blue given red) =5/9; ›P(red and then blue)= P(red) * P(blue given red) = 1/2 *5/9 =5/18

63. ALGEBRA 2; AGENDA; DAY 44; TUE. OCT. 27, 2015 (1 st 9-Week ›SEE BELL RINGER; ›PROBABILITY (CONDITIONAL) › OBJECTIVE: SWBAT: MAFS.912.S-CP.1.5 – Recognize and explain the concepts of conditional probability and independence in situations. ›ACTIVITIES:COLLECT MONDAY’S WORKSHEET. ›C/W: More Worksheet on Independent & Dependent Events › HOME LEARNING: Complete worksheet if you did not complete in class. Assignment on KHAN ACADEMY (PROBABILITY).

64. ALGEBRA 2; AGENDA; DAY 45; WED. OCT. 28, 2015 (1 st 9-Week ›SEE BELL RINGER; ›PROBABILITY (CONDITIONAL) › OBJECTIVE: SWBAT: MAFS.912.S-CP.1.5 – Recognize and explain the concepts of conditional probability and independence in situations. ›ACTIVITIES:C/W: More Worksheet on CONDITIONAL PROBABILITY. ›HOME LEARNING: Complete worksheet if you did not complete in class.

65. ›When events A and B are dependent, the probability of B occurring depends on whether A has already occurred. This kind of probability is called conditional probability. The probability of B given that A has occurred is written as P(B | A). Conditional Probability CD DVD TOTAL NEW 4 3 7 USED 2 1 3 TOTAL 6 4 10

66. Conditional Probability ›A computer lab has 10 computers. Some have CD drives and some have DVD drives. Some are new and some are used. A student picks a computer at random. Use the table to find each probability ›. › ›Out of 10 computers in the lab, 7 are new. ›Out of 10 computers in the lab, 6 have CD drives

67. ALGEBRA 2; AGENDA; DAY 46; THUR. OCT. 29, 2015 (1 st 9-Week ›END OF 1 st 9-WEEKS ›SEE BELL RINGER; ›PROBABILITY (CONDITIONAL) › OBJECTIVE: SWBAT: MAFS.912.S-CP.1.5 – Recognize and explain the concepts of conditional probability and independence in situations. ›ACTIVITIES:C/W: More Worksheet on CONDITIONAL PROBABILITY. › HOME LEARNING: Complete worksheet if you did not complete in class.