Summer Algebra II

​All-Gender Course; Prerequisite - Completion of Geometry and Algebra I; Full-year course credit
COURSE DESCRIPTION
In Algebra II, students enrich their algebraic and geometric skills to form the foundation for key concepts in advanced math courses. This course covers a full year of Algebra II in eight weeks by addressing algebraic functions and equations of lines and higher order polynomials. Building on their work with linear and quadratic functions, students extend their repertoire of functions to include piecewise, polynomial, radical, exponential, logarithmic, and rational functions. Students also study arithmetic and geometric sequences through the application of linear and exponential functions. The course concludes with an introduction to trigonometry beyond the right triangle. Algebraic content is taught from the graphical, numerical, analytical, and verbal perspectives with specific attention paid to the connection among these representations. Assessments include unit tests and quizzes, self-graded assignments, discussion prompts, and group and individual application projects. By the end of the course, students will have gained proficiency in critical thinking, pattern recognition, analytical approaches, and communication skills.​
Summer courses are for-credit opportunities for ambitious students to get a jump on the next academic year. Students participating in these courses should plan to devote 20 hours per week for eight weeks to their course. Students will receive grades and comments in these classes, which are the equivalent of year-long, high-school level courses. Because of the pacing and intensity of for-credit summer courses, there is little flexibility; students must be available and have internet access for all eight weeks of the course. 
WHAT STUDENTS SAY

"My teacher did a very good job providing support for me when I struggled with certain topics. This class helped me a lot and I would definitely take this course again!"

"I have had only positive experiences with my classmates. I have both learned from them and helped them.

WHAT STUDENTS DO
Learning is an active process at One Schoolhouse. Students design, create and apply. And, they engage with classmates and connect with their teachers through discussions, video conferences, and projects. Specifically, in this class students will:
  • Set goals that drive their learning. Students reflect regularly on their growth, and meet on video chat with their online teacher to review progress towards their goals.
  • Have choice in how they learn new content and practice new skills. Students are given agency to determine the best ways for them to learn.
  • Apply what they are learning to the real world. Learning is meaningful and connects to concepts outside the classroom.
  • Practice constructive engagement in a diverse and changing world. Students interact with classmates from across the country and around the world.
  • Gain academic maturity. Online learning takes greater discipline and independence than a traditional face-to-face classroom. Teachers support students to build this skill.
MEET A TEACHER FOR THIS COURSE
SIGNATURE ACTIVITIES
Students encounter and solve application problems during which they apply what they learn each week by solving structured modeling problems.  Students work through these project-based learning assignments both individually and collaboratively in teams. These applications lead students to new discoveries and deepen their understanding of the course material. 
  • Polynomial Modeling Problem: Students explore how polynomials are used in the field of business through an individualized assignment. They begin by reading an article which gives a very brief overview of some applications of polynomials in the field of business. Students then examine a polynomial function that models the revenue made based on the amount of spending on advertising. Students answer questions related to optimizing the profit earned based on spending and revenue.
  • Exponential Modeling Problem: Students work in teams in order to solve a real-world problem in the field of finance. Students work as a team of financial advisors who manage their client’s retirement funds. They are given various scenarios and case studies and must work together to problem-solve and apply what they have learned about exponential growth and compound interest to make the best recommendation for their client. Students work collaboratively to model the way in which mathematicians work and develop valuable skills while working in teams.
Students complete a mid-week formative assessment to verify their understanding of the course material. They answer a collection of open response questions and show their work and the process used to obtain their solutions. Once completed, students are given the worked-out solutions to each problem, and they must check all their answers and correct their work in a different color ink. If any solutions are incorrect, students realize where mistakes were made and note what they learned from these mistakes directly on the assignment. Students reflect on learning, especially in relationship to their goals for the course. Reflections are completed individually and in both small and large groups.  One example includes:
  • Towards the end of our course, students engage with their classmates in a discussion via FlipGrid, an online video discussion platform. Students reflect on their favorite type of function, why they chose it, and how they might choose to apply it in the outside world. They also must positively comment on each other’s videos to promote meaningful discussion and exchange of ideas.
COURSE APPROVAL
This course is approved by: the NCAA.

​One Schoolhouse is fully accredited with the Middle States Association of Colleges and Schools and the Western Association of Schools and Colleges through December 1, 2025; we are an approved online publisher for the University of California. 
Yelena Janumyan Doe
Science Teacher
BS University of Pennsylvania, Clarion
​PhD Vanderbilt University