Parents and Students,

With any big change (iPads and my homework videos), I know I will need to keep in communication with parents. Teaching with iPads is a big change for me, and the continuation of Flipped Videos from last year makes this year all the more exciting and at the same time challenging. I am hopeful this blog is a way to keep us all on the same page in terms of what is going on in Algebra II. It is a page I am hopeful you may visit every now and again.

So far this year we've had a mix of videos and notes. Ask your son or daughter. When we begin Ch. 3 (Linear Systems) class will begin to seem more standard with one topic per day. Ch. 1 is a lot of review, and Ch. 2 is about slopes, intercepts, absolute value equations, writing equations of lines, inequalities, and graphing lines.

Here is a clear outline of what your student can expect for Ch. 3 and Ch. 4 in terms of notes/videos. The topics below will be very similar to titles of Problem Sets and Notes.

**Ch. 3 Linear Systems**
3.1-3.2 Solving Linear Systems

3.3 Systems of Linear Inequalities

3.4 System of 3 Variables

**Ch. 4 Quadratics**
4.1-4.2 Graphing Quadratics in Standard, Vertex and Intercept Form

4.3-4.4 Factoring Quadratics

4.5 Square Roots

4.6 Complex Numbers

4.7 Completing the Square

4.8 Quadratic Formula and the Discriminant

4.9 Quadratic Inequalities

4.10 Writing Equations of Quadratics/Modeling

**Ch. 5 Polynomials**
5.1 Exponent Rules

5.2/5.8 Graphing Polynomial Functions

5.3 Polynomials Operations

5.4 Factoring Polynomials

5.5 Factor and Remainder Theorems

5.6 Rational Zeros

5.7 Fundamental Theorem of Algebra

5.9 Writing Equations of Polynomials and Modeling

Level 4 and 5 proceed at different speeds through this material, but the notes/videos will be the same. My hope is that the videos and/or class notes will present the core material that is most important for your sons and daughters no matter the level. I know I've said this before, but its worth repeating.

I hope this helps as I had a conversation with a parent recently about how it appeared that the class was not following the textbook. It is, and with Ch. 3 and onward the sequencing is very clear and deliberate.

All the very best to you all,

Patrick Morrissey