Algebra 2-Full Curriculum -Part 1
An eight-week learner-driven Algebra 2 class for high school students.
Dwight Dunn, Msc. Math, Certified Math Teacher
Average rating:
5.0
Number of reviews:(24)
What's included
16 live meetings
14 hrs 40 mins in-class hoursClass Experience
US Grade 9 - 12
As a teacher of Mathematics, the following ideas are employed to make sure students ascertain the most from each session: * Students are challenged to think deeply about the problems they are solving, reaching beyond the solutions and algorithms required to solve the problem. This ensures that students are explaining both how they found their solution and why they chose a particular method of solution. * Constantly influencing learning by posing challenging and interesting questions. Questions are asked that not only stimulate students’ innate curiosity but also encourage them to investigate further. * Finally, I always project a positive attitude about mathematics and about students’ ability to “do” mathematics. I constantly build students’ sense of efficacy and instill in my students a belief that not only is the goal of “doing mathematics” attainable, but also they are personally capable of reaching that goal. Mathematics is not presented as something magical or mysterious. The major topics to be covered are as follows: Class 1: Exponents (Review of all Basic Rules) Class 2: Radicals (Add, Subtract, Multiply, and Divide) Class 3: Imaginary/Complex Numbers Class 4: Factoring ( GCF, Difference of Squares, Grouping, Trinomials, Sum and Difference of Cubes) Class 5: Discriminant and Quadratic Formula Class 6: Completing The Square Class 7: System of Equations Class 8: Polynomial Operations (Add, Subtract, Multiply) Class 9: Polynomial Division ( Long Division, Synthetic Division, Remainder Theorem and Factor Theorem) Class 10: Polynomial Key Features Class 11: Polynomials Graph Class 12: Function Part 1-Algebraically, Graphically, Average Rate of Change Class 13: Functions Part 2-Transformation Class 14: Function Part 3-Inverses Class 15: Radical Equations and Exponential Equations with Common Bases Class 16: Rational Equations Each lesson will be facilitated with the use of several instructional aids that include but are not limited to: Problem Attic-This will be used to formulate all questions for all tests and quizzes-This is a test bank with over 280,000 high-quality questions from NY Regents and other states’ released tests, curriculum guides, academic competitions, SBAC, PARCC, NAEP, TIMSS, PISA, and more. All subjects, all grades, all in one place. Also, Problem-Attic will be used for differentiated instruction, blended/self-paced learning, warm-ups, exit tickets, flashcards, games, slideshows, and even problem-of-the-day calendars.
Other Details
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Joined April, 2021
5.0
24reviews
Teacher expertise and credentials
North Carolina Teaching Certificate in Mathematics
Master's Degree in Mathematics from University of The West Indies
My name is Dwight Dunn and I have been teaching for approximately 17 years. I have taught at varying levels which include the following: High Schools, Community Colleges, and Universities. Primarily I teach the following courses: Personal Finance and Investing, PreAlgebra, Algebra, Geometry, Precalculus, SAT & ACT Math, and Calculus.
My Credentials include the following: Masters of Science in Pure and Applied Mathematics, Bachelor of Science in Math and Biology, and a Diploma in Accounts and Economics.
Teaching Philosophy:
As a teacher of mathematics, I embrace that the only way to learn mathematics is to do it and understand the rationale behind each step in each problem. By frequently associating oneself to multiple algorithms that surround a specific concept is the only way to perfect those skills needed to gain mastery. On the contrary, the process of reading examples and proofs in textbooks and from lecture notes is valuable but real learning comes through one's own efforts at solving mathematical problems. This is attained quite frequently by class assignments, but also by in-class discussions and exercises. I view my role as a facilitator for this process. That involves giving students the framework that will cultivate learning in a way that they can explore ideas on their own thus being their own master of the learning process. Thus constant stimulation and nurturing will be given to students that will aid in their development which may take the form of facts given, techniques, differentiated instructions, and encouragement.
My goals in teaching are not just to promote learning of the subject matter. I also try to help the students learn to think critically and logically, learn problem-solving methods and techniques, and improve writing skills (writing clearly and concisely, explaining step-by-step processes, providing valid reasons for logical arguments). I try to help students see the course material in a holistic context by requiring them to synthesize the various concepts of the course by applying them together. In addition, I try to let students realize the interrelatedness of math to other disciplines and how certain techniques learned can be used in a daily setting. One such example that I strongly believe is that our physical world is mainly created with mathematics and it is similar to a computer-generated world that relies on algorithms for everything in that simulated world to take place. So finally I have adopted the Motto of The Mico University College Jamaica (The oldest teacher training institution in the Western Hemisphere). Motto “ DO IT WITH THY MIGHT”
Finally, I am an avid soccer player that loves the beach all day every day.
Reviews
Live Group Class
$50
weekly or $400 for 16 classes2x per week, 8 weeks
55 min
Live video meetings
Ages: 13-18
3-12 learners per class
