Fullerton Joint Union High School District
Fullerton Joint Union High School District
Course Syllabus
Troy High School
Grading Guidelines and Shared Responsibilities,
Attendance and Behavior Expectations,
And Essential Curriculum Standards of the Course
Year 2012-2013
Course Title: Algebra II
Teacher: Mr. Kim
Teacher’s School Telephone Number: 714-626-4522
Teacher’s School Email Address: sakim@
In order to facilitate effective partnerships with parents/guardians to support student learning and success in school, teachers will make every effort to return telephone call messages and emails within 24 hours of receipt, unless the call or email is sent over a weekend, holiday, vacation period, or teacher absence.
Grading Guidelines and Shared Responsibilities
In 1990, the Fullerton Joint Union High School District (District) adopted Student Grading guidelines so that the practices used within the District will have sufficient common criteria and purpose to provide grades accurately representing student performance. The success of a student grading plan is dependent upon the cooperation, interest, and assumption of responsibilities by teachers, parents/guardians, and students.
The teacher’s responsibility is to assign grades based upon fair and consistent standards and to communicate these practices to each student. Grades are to be determined by student performance on teacher-initiated assignments, tests, homework projects, and class participation. Students will be informed of progress periodically. Three types of grades are earned:
• Grades that reflect cumulative academic progress.
• Citizenship grades and comments that describe personal behavior of the student in class and which are reported separately from academic and work habit grades.
• Work habit grades that describe how a student organizes, conducts, and completes assignments, and which are reported separately from academic and citizenship grades.
The District Board of Trustees and staff members believe that students and parents/guardians should:
• Understand the course expectations and grading practices, asking questions if needed.
• Stay informed of progress. Parents/guardians can gain information by discussing progress with students regularly and by asking teachers.
• Understand how things are going at school. Know why a student’s grade is – or is not – up to family standards. It is the parent’s responsibility to communicate with the teacher if additional information or help is needed at home to improve a student’s grades.
If a parent/guardian or student disagrees with a grade received, a review may be initiated by contacting the teacher. If the matter is not resolved, the parents or student may then contact the Principal/designee for further assistance.
Specific grading guidelines for this course include the following:
Grading Policy/Guidelines
A+ 99.00 or higher A 92.50 – 98.99 A- 90.00 – 92.49
B+ 87.90 – 89.99 B 82.50 – 87.89 B- 80.00 – 82.49
C+ 77.90 – 79.99 C 72.50 – 77.89 C- 70.00 – 72.49
D+ 67.90 – 69.99 D 62.50 – 67.89 D- 60.00 – 62.49
F 59.99 or below.
Estimated point breakdown
3 points per homework assignment. 225 points
Quizzes and Tests 800 points
200 point final 200 points
40 points participation. (can go below 0/40) 40 points
TOTAL 1265 POINTS
Participation Points
Student will be credited with 40 points for participation to start with. Students will keep them as long as they are on time, bring books when required, participate in class, do not break rules, and are diligent in their work. Students lose points when they are unprepared, disruptive, or break rules. Participation may go below 0 points if they commit many offenses or a major offense.
Kim dollars
This is your late homework, and one minute tardy pass. They can be earned. At the end of the semester, each one will be worth one point. If reproduction of dollars is suspected, all dollars will retain a value of zero for everyone in class
Attendance and Behavior Expectations
Student academic success is tied directly to attendance. If the student is to have the greatest opportunity to learn and be successful, excellent attendance is essential. In addition, students are expected to:
Class Materials
It is recommended that you bring your Textbook, Paper, Pencil, Eraser, Appropriate Calculator
All homework headings must be in pen, one can be borrowed in class if one does not own one. Heading will include name, period, date, and homework number.
All homework, quizzes, and tests must be in pencil, spares are provided in class. Assignments in pen will result in zeroes.
Attendance Policy
School policy regarding absences and units apply. Being tardy to class will result in a loss of a participation point unless the student has a written excuse from a teacher or administrator. Multiple truancies will result in detention.
Students will have the number of days they missed to make up late homework. Students are responsible for scheduling make-up tests and quizzes. If a make-up is not discussed on the first day back, a zero will be assumed. There are review days before quizzes, if a student is present for lessons, but absent during review days, they are expected to take the test on their first day back unless special circumstances arise.
Classroom Expectations
1) Respect the classroom, keep it clean, food, gum, and trash free.
2) Have fun, you are learning math, which is better than not learning math.
3) Homework must be turned in on time. Late homework will not be accepted unless excused.
4) Don’t cut through other classrooms in coming or going to class, it will result in automatic massive point loss (-160).
5) Don’t cheat. It will result in an automatic zero on a test or quiz, along with other possible punishments.
6) Don’t use your phone in class. If caught actually speaking on your phone in class, it will also automatically result in massive point loss (-160). Texting and other uses will result in point loss and consequences outlined in the school phone policy, please contact the office in case of emergency.
7) Use common sense, if you need some, ask the teacher for help.
Some early pointers
i) Write down the correct homework assignment.
ii) Write down the correct problem.
iii) Double check your work.
8) All other school rules apply.
Essential Curriculum Standards
Essential Curriculum Standards have been adopted by the District for all core academic courses. The Standards identify what students are expected to know and be able to do at the end of the course. Grades take time to prepare, require careful thought, and can serve as the teacher’s own test of effectiveness as well…Was the instruction understood? Did the students learn the Essential Curriculum Standards?
Here are the Essential Curriculum Standards for this course:
1.0 Students solve equations and inequalities involving absolute value.
2.0 Students solve systems of linear equations and inequalities (in two or three variables) by substitution, with graphs, or with matrices.
3.0 Students are adept at operations on polynomials, including long division.
4.0 Students factor polynomials representing the difference of squares, perfect square trinomials, and the sum and difference of two cubes.
5.0 Students demonstrate knowledge of how real and complex numbers are related both arithmetically and graphically. In particular, they can plot complex numbers as points in the plane.
6.0 Students add, subtract, multiply, and divide complex numbers.
7.0 Students add, subtract, multiply, divide, reduce, and evaluate rational expressions with monomial and polynomial denominators and simplify complicated rational expressions, including those with negative exponents in the denominator.
8.0 Students solve and graph quadratic equations by factoring, completing the square, or using the quadratic formula. Students apply these techniques in solving word problems. They also solve quadratic equations in the complex number system.
9.0 Students demonstrate and explain the effect that changing a coefficient has on the graph of quadratic functions; that is, students can determine how the graph of a parabola changes as a, b, and c vary in the equation y = a(x-b)2 + c.
10.0 Students graph quadratic functions and determine the maxima, minima, and zeros of the function.
11.0 Students prove simple laws of logarithms.
11.1 Students understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.
11.2 Students judge the validity of an argument according to whether the properties of real numbers, exponents, and logarithms have been applied correctly at each step.
12.0 Students know the laws of fractional exponents, understand exponential functions, and use these functions in problems involving exponential growth and decay.
13.0 Students use the definition of logarithms to translate between logarithms in any base.
14.0 Students understand and use the properties of logarithms to simplify logarithmic numeric expressions and to identify their approximate values.
15.0 Students determine whether a specific algebraic statement involving rational expressions, radical expressions, or logarithmic or exponential functions is sometimes true, always true, or never true.
16.0 Students demonstrate and explain how the geometry of the graph of a conic section (e.g., asymptotes, foci, eccentricity) depends on the coefficients of the quadratic equation representing it.
17.0 Given a quadratic equation of the form ax2 + by2 + cx + dy + e = 0, students can use the method for completing the square to put the equation into standard form and can recognize whether the graph of the equation is a circle, ellipse, parabola, or hyperbola. Students can then graph the equation.
18.0 Students use fundamental counting principles to compute combinations and permutations.
19.0 Students use combinations and permutations to compute probabilities.
20.0 Students know the binomial theorem and use it to expand binomial expressions that are raised to positive integer powers.
21.0 Students apply the method of mathematical induction to prove general statements about the positive integers.
22.0 Students find the general term and the sums of arithmetic series and of both finite and infinite geometric series.
23.0 Students derive the summation formulas for arithmetic series and for both finite and infinite geometric series.
24.0 Students solve problems involving functional concepts, such as composition, defining the inverse function and performing arithmetic operations on functions.
25.0 Students use properties from number systems to justify steps in combining and simplifying functions.
Please read, tear off and return this form below. Student and Parent Signatures
This verifies that I have read and understood the above information as it was explained in the handout and discussed in class.
Student Name _________________________________________ Date ____________
(please print)
Student Signature _______________________________________________________
This verifies that I have read and discussed the above information with my son or daughter.
Parent/Guardian Name _________________________________ Date ____________
(please print)
Patent/Guardian Signature ________________________________________________
Telephone Number ________________________ Email ________________________
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