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CULVER CITY HIGH SCHOOLCalculus AB 2016-2017Mr. Dienjeroddien@Course Description: This one year Advanced Placement course is intended for students who have a thorough knowledge of high school mathematics. Students should have a strong background in functions, coordinate and analytical geometry, trigonometry, and advanced topics in algebra. This course includes a review of these topics, the study of limits, and the differentiation and integration of functions of a single variable. The use of technology, including graphing calculators and computer software, is an integral part of this course. This course will fulfill one of the mathematics credits required for high school graduation.What Calculus will we be learning together?Though more will be covered over the course of the year, the following essential standards/skills are what every student must master in order to be considered minimally proficient in this course:Big Ideas Essential Standards/Skills: Limits, Derivatives, Integrals, and Applied IntegralsSpecific Topics Include: Evaluating Limits, Asymptotes & Continuity, Concept of a Derivative, Rates of Change & Curve Sketching, Derivative Rules, Optimization & Related Rates, Concept of an Integral & The Fundamental Theorem of Calculus, Calculating Integrals & Areas, Differential Equations, Volumes & Rates of Change, Mean Value Theorems & Average Rates of Change (Learning Targets with specific details can be found on the homework website)For more information you can go to the College Board Website: HYPERLINK "" & Supplementary Materials Provided:Stewart Calculus: Early Transcendentals, 8th EditionMaterials Needed Every Day:1. Graphing Calculator: TI calculator (TI-84, TI-89, TI-Nspire CX CAS) () (need to purchase)2. Standard size Spiral: for notes (need to purchase)3. Small Spiral for progress in personalized learning structure Homework:Purpose of homework in Calculus: An opportunity to independently “self-test” and gather more evidence to inform next steps in action plan=> Personalized Learning StructureHomework and example problems in the textbook and class notes should always be treated as an opportunity to test yourself. Homework should not be done by looking at example problems in the textbook or in class notes and trying to copy the steps laid out there in order to arrive at the correct answer. Select two or three problems at a time, treating each problem like a quiz or test question, looking at answers or worked-out solutions only after having made your best attempt to solve the selected set of problems.Before looking at the homework questions or problems, actively read the relevant part of the textbook or any class notes. As you come across an example problem in notes or the book, work the problems?without referring to the given solutions. If you get stuck and don’t know the next step, do your very best to power through and arrive at an answer. Then check only the final answer?and not the entire solution. If answer is incorrect, reread the text or class notes to investigate why and where you made mistakes. When you arrive at the correct answer, compare your?approach?to the textbook’s or instructor’s. If the approaches are different, ask yourself whether both approaches are valid. Why or why not? If they are both valid, do you prefer your approach or the alternative approach? Why? This method provides many opportunities for reflection, metacognition, and deep learning. Not Graded: The efficacy of homework & effort in class can be seen in Aeries within the Learning Target Categories by the “+” (improvement-up), “-“ (decrease-down), just the letter N, S, G (no change). Evidence is tracked in small notebook: Write your questions and summarize your learning, then get answers in class from peers and Dien as well as critique of summary Make-Up Work/Tests:Grading System: An interesting synthesis of research on feedback from Guskey (2008), Assessment Reform Group(2002), Dweck (2001), Black and Wiliam (1998), Butler (1998), and Sadler (1989)It’s the quality of feedback rather than its existence or absence that determines its power. Specifically, what makes the difference is the use of descriptive, criterion-based feedback as opposed to numerical scoring or letter grades. Feedback emphasizing that it’s the learning that’s important leads to greater learning than feedback implying that what is important is looking good or how you compare to others. Assessments that communicate where you are in your Calculus learning progression: There are 3 types of assessments that provide you with feedback on (1) where you are in your learning: product (2) how you are learning: process, and (3) what next steps will get you to your learning goal progress. Product: communicates current level of mastery Each test replaces the previous exam score in the appropriate category within each semesterGraded: Most recent demonstration of mastery is graded, there is no averaging over time. Evidence communicated in AeriesProcess: communicates how you are learning Pop Quizzes: On topics aligned to Learning Targets within Limits, Derivatives, Integrals, & Applied Integrals. Student analysis of evidence collected on new and old learning targets. Not Graded: Criterion referenced scale used that provides feedback on retention & progress in learning new material. Scale: No Evidence Yet: N =in progress (note, no evidence does not mean “blank”, means learning is still in progress). Indicates initial learning and also no change over timeSome Evidence: S = can do the problem(s) or reason through problem (s), but not both yetGood Evidence: G = can do & reason, S+ =evidence moving upward from an NS- =evidence moving downward from a GEvidence communicated in Aeries: criterion indicators are replaced frequently to provide feedback on current level of retention and how learning is progressing/retaining over time.Progress: communicates how much you are gaining from your Calculus learning experiencesPersonalized Learning Structure: The personalized learning structure we will co-create together emphasizes what you do with the feedback from formative assessments to attain the following outcomes: (1) improve your work on novel tasks, (2) activate yourself as a learning resources for your peers, (3) activate yourself as an owner of your own learning, and (4) lead your learning through mathematical thinking, problem solving, and self-regulation. Not Graded. Direct Guidance from Dien during class on what action steps you should take to move your learning forward & how to adapt your personalized learning structure to be more effective in attaining outcomesEvidence is tracked in Small notebook where responses to feedback during class learning activities are analyzed to inform goal setting, prioritizing actions, and adapting your learning structure in response to evidence. Sample actions: Targeted Practice, Self-test questions, Summarizing, and Peer collaboration (Action Plan)Grading Rubric: A rubric will be used to score each assessment. Students have multiple opportunities (throughout the year and also during finals) to demonstrate their level of understanding for specific Concepts Categories.Mastery RubricPointsMeaningLetter Grade Equivalent4.0 ?I can solve level 1, 2 and 3 problems completely (recall, routine, and non-routine). ?I can explain my approach and reasoning well enough to teach a peer.A3.0 ?I can solve level 1 and 2 problems completely (recall and routine). ?I can approach and create a plan for level 3 problems (non-routine) that might work.? ?I can explain my reasoning process for a level 2 (routine) problem completely.B2.0 ?I can solve level 1 and 2 problems completely (recall and routine). ?I do not know how to create a plan for level 3 problems yet (non-routine). ?I can explain how I approach and solve level 1 & 2 problems.C1.0 ?I can solve a level 1 problem completely (recall only). ?I do not know how to apply the concepts to solving level 2 and 3 problems yet (routine and non-routine). ?I can explain my solution path for the level 1 problem (recall only).DNot YetNY ?I really don’t get it yet, but I am trying different things I know. ?I am not sure which facts apply to solving the problems. ?I cannot remember how to approach any of the problems yet.FPercent Conversion:4: A 3: B 2: C 1: D Not Yet:4+: 100%4: 95%3-: 92%3+: 88%3: 85%3-: 82%2+: 78%2: 75%2-: 72%1+: 68%1: 65%1-: 62%50%I look forward to having a wonderful year with you, and I encourage you to ask questions, seek to fail hard and fast to inform actions needed for success, to seek my coaching the moment you begin to feel behind, and to NEVER doubt your ability to succeed. HARD WORK and a willingness to seek and embrace brilliant failure will lead to success! Students and Parents can reach me through Email: jeroddien@19050008255AP CalculusStudent and Parent Information Agreement2016-2017 School YearP00AP CalculusStudent and Parent Information Agreement2016-2017 School YearPI look forward to having a wonderful year with you, and I encourage you to ask questions, seek to fail hard and fast to inform actions needed for success, to seek my coaching the moment you begin to feel behind, and to NEVER doubt your ability to succeed. HARD WORK and a willingness to seek and embrace brilliant failure will lead to success! Students and Parents can reach me through Email: jeroddien@We are in this together and together we will succeedPlease provide the following information so that we can begin our journey together.-7556574930Student Name (Print): _________________________________________________________________“I have read and agree to all AP Calculus policies & procedures outlined in the syllabus as well as all CCHS policies and procedures.”Signature ________________________________________________Date ______________Please share one example of how you have used failure to learn:00Student Name (Print): _________________________________________________________________“I have read and agree to all AP Calculus policies & procedures outlined in the syllabus as well as all CCHS policies and procedures.”Signature ________________________________________________Date ______________Please share one example of how you have used failure to learn:-444501025525Parent / Guardian Name (Print): _________________________________________________________“I have read and agree to all AP Calculus policies & procedures outlined in the syllabus as well as all CCHS policies and procedures.”Parent Signature ________________________________________________Date ______________00Parent / Guardian Name (Print): _________________________________________________________“I have read and agree to all AP Calculus policies & procedures outlined in the syllabus as well as all CCHS policies and procedures.”Parent Signature ________________________________________________Date ______________ ................
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