Algebra II Honors



Appoquinimink High School

Integrated Math I

Appoquinimink High School Vision Statement:

Appoquinimink High School is a school committed to fostering personal growth through positive character development and the use of state of the art tolls and practices to enable students to make a positive impact on today’s global society.

Appoquinimink High School Mission Statement:

Achievement: Promote an engaging learning environment every day in every classroom. Honor students’ unique strengths and needs.

Honor: Model positive character attributes. Recognize acts of integrity and leadership.

Service: Increase students’ awareness of the global society. Emphasize the individual’s role in the community.

Instructor: Mr. Steven Wright Email: Randolph.Wright@appo.k12.de.us

Textbook: Core 1 Phone: 302-449-3840 ext: 2122

Course Description: This is the introductory course in a sequence which includes strands of algebra, statistics, probability and geometry that model real-world situations. Each subsequent course builds on these same four strands. This problem-based math course provides the opportunity to study linear, exponential and quadratic functions in ways that focus on the transitions between concrete and cabstract thinking. Students will have frequent practice making connections between tables, graphs and equations for these functions. Students will also study surface area and volume, distributions of data and probability. This is a full year block course. A TI-83 or higher graphing calculator is required.

Required Course Materials:

Binder with paper

Calculator: TI 83 or higher (please email me, or speak to me after class if this is not

financially possible for you)

PENCILS not pens

Course Standards: In this course we will cover the standards as outlined by the Common Core Standards for Mathematics

Topic Outline:

Unit 1: Patterns of Change: This unit develops student ability to recognize and describe important patterns that relate quantitative variables, to use data tables, graphs, words, and symbols to represent the relationships; and to use reasoning and calculating tools to answer questions and solve problems.

Unit 2: Patterns in Data: This unit develops student ability to make sense of real-world data through use of graphical displays, measures of center and measures of validity.

Unit 3: Linear Functions: This unit develops student ability to recognize and represent linear relationships between variables and to use tables, graphs and algebraic expressions for linear functions to solve problems in situations that involve constant rate of change of slope.

Unit 5: Exponential Functions: This unit develops student ability to recognize and represent exponential growth and decay patterns, to express those patterns in symbolic form, to solve problems that involve exponential change, and to use properties of exponents to write expressions in equivalent forms.

Unit 6: Patterns in Shape: This unit develops student ability to visualize and describe two and three-dimensional shapes, to represent them with drawings, to examine shape properties through both experimentation and careful reasoning, and to use those properties to solve problems.

Unit 7: Quadratic Functions: This unit develops student ability to recognize and represent quadratic relations between variables using data tables, graphs and symbolic formulas to solve problems involving quadratic functions, and to express quadratic polynomials in equivalent factored and expanded forms.

Unit 8: Patterns in Chance: This unit develops student ability to solve problems involving chance by constructing sample spaces of equally likely outcomes or geometric models and to approximate solutions to more complex probability patterns using simulation.

Classroom Rules:

Students are expected to abide by all school rules as outlined in the student code of conduct.

The general rules for this class are as follows:

1. Follow directions

2. Begin completing warm up when bell rings

3. Bring materials to class

4. No cell phones or other electronic devices

5. Stay in seat until you are dismissed

6. Do not leave the room without permission.

Attendance Policy:

Work can be made up at tutoring or during other arranged times. It is the responsibility of the student to get missed assignments and to turn them in within the time frame outlined in the school policy. Work that was assigned prior to an absence is considered due on the date the student returns to class. This includes homework, projects, etc. The only exception to this rule may be a test. In most cases, arrangements will be made to make up the missed test during a time suitable for both teacher and student. Once again, it is the responsibility of the student to approach me to schedule work which needs to be made up. If tests are not made up within a week of returning to class, the student will receive a zero for the exam. Once again, it is your responsibility to find out what you missed in class.

Grading:

The Appoquinimink School district requires grading be split so that 30% of the students grade is based on process or formative assessment, and the remaining 70% be based on product or summative assessment.

Summative assessment is the process of evaluating (and grading) the learning of students at a point in time. A formative assessment is evaluation of student learning that aids understanding and development of knowledge, skills and abilities without passing any final judgement (via recorded grade) on the level of learning. These methods of assessment are outlined in more detail below.

The table below lists the different forms of evaluation with a short description following:

|Assignment Type |Process/Product |Point Value | |

|Tests |Product |100 points/test | |

|Quizzes |Product |Vary each quiz | |

|Homework |Process |Vary each assignment | |

|Group Work |Product |Vary each assignment | |

|Projects |Product |Vary each project (around 100 points) | |

Methods of Evaluation:

Tests-

You can expect a test to cover each main topic we discuss in class. Most often this will mean one test per chapter. Before each test we will review as long as you are willing to take the review seriously. Review sheets should be kept throughout the course of the school year in the student’s 3 ring binder as they will serve as a wonderful review for the final.

Quizzes-

Quizzes will be given as I think necessary. Pop quizzes may given when necessary. Quizzes will be announced one to two days in advance. Most often a quiz will be given in the middle of the chapter to review information we have gone over. Because of the block schedule, you can expect at least one quiz a week in class.

Homework-

Homework will be assigned as I feel necessary, which in a math class will be practically every night. While it may not be a fun thing to do, homework is wonderful practice for mathematical concepts and therefore it is important that it be taken seriously and that you make an attempt to complete homework. I promise you that I will not assign homework unless I feel it is going to help you. In most cases, homework will be checked for completeness and effort. Partial credit will be available on homework. The point value of the homework assignment is ultimately up to me. Several times throughout the nine weeks homework will be checked for accuracy as well as completeness. When this is done, points will be given for completeness, and another point value will be given for the accuracy of the problem being checked. In most cases, one problem will be checked for accuracy at a point value of 5 points. I will announce when you should expect a check for accuracy. My goal is to see you succeed, not surprise you!

Group Work-

Students will be assigned to a learning group of between 3 and 4 students each quarter. Groups will be assigned by the teacher, and groups will change each quarter. Practice in class will be completed in groups at times and a group effort grade will be awarded for such work. All students must contribute to the group work. Failure to do so will result in the loss of points.

Projects-

Projects may be assigned throughout the year at the discretion of the teacher. Students will be given advance notice of these due dates, parents will be emailed with details, and students will be provided with a detailed rubric for completion and grading.

Tutoring:

As I have mentioned before, I am here to help you succeed. I will be available one to two days before a test to review material. That date will be posted on the board and the school website.

Integrated Math I

Terms of Agreement

As a teacher of this course, I am committed to abiding by this syllabus. The dates and timelines are subject to change based on students’ assimilation of the material. Any changes will be communicated to the class by the teacher. By signing this “Terms of Agreement,” you are affirming that you have read and agree to abide by the guidelines, policies, and agreements stated in this syllabus.

As a student of this course, I have read and agree to abide by the guidelines, policies and agreements stated in this syllabus.

_____________________________________ _____________________

Student Signature Date

As the parent/guardian, I have read and agree to support this student in an effort to follow the guidelines, policies and agreements stated in this syllabus.

_____________________________________ _____________________

Parent/Guardian Signature Date

This document should be signed by the student and parent and returned to the teacher by Thursday, August 29, 2013.

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