Integrated Math III Course Syllabus 2013 2014

Mrs. MacDonald Course Description Integrated Math III is a third level course in a core curriculum of high school mathematics. Students will explore topics in algebra, geometry, statistics and probability, logical reasoning, and mathematical computation. Topics of study in this course include: exploring functions; polynomials and factoring; logic and proof; similar and congruent triangles; linear programming; sequences and series; solving cubic and rational equations; transformations of graphs; normal distribution, standard deviation, and modeling data. Essential Questions/Themes For the Year * Whats your Function? * Prove It! * Patterns and Predictions * Models of Information * What are the mathematical tools for problem solving? Vermont Standards The Integrated Math program was originally created based on the recommendations of the National Council of Teachers of Mathematics (NCTM.) The NCTM Standards emphasize problem solving, critical thinking, communication, connections among mathematical topics, and connections between mathematics and other subject areas. Integrated Math means that students work on topics from algebra, geometry, statistics and probability, trigonometry, logical reasoning, and discrete mathematics every year. As students progress through the courses they experience a deeper level of each standard. ANESU is in the process of implementing K-12 power standards for mathematics. These standards define our priorities for each course. Our power standards were developed based on the VT Grade Expectations and/or the associated NECAP expectation. All of these support the larger standards defined by Vermonts Fields of Knowledge Standards & Vital Results. 7.6 The Integrated Math III course assesses the following Vermont Framework Standards: Students understand arithmetic in computation, and they select and use, in appropriate situations, mental arithmetic, pen and paper, calculator, and computer. MHS 7: Estimating/Evaluating Reasonableness Students use geometric and measurement concepts NECAP 10-2: Uses geometric properties to solve problems involving angles, lines, triangles within mathematics or across disciplines or contexts MHS 15: Including Appropriate Units Students use function and algebraic concepts. NECAP 10-1: Identifies, extends, and generalizes a variety of patterns (linear and nonlinear) represented by models, tables, sequences, or graphs in problem solving situations. NECAP 10-2: Demonstrates conceptual understanding of linear and nonlinear functions and relations. NECAP 10-3: Demonstrates conceptual understanding of algebraic expressions by solving problems involving algebraic expressions, or by simplifying expressions MHS 22 & NECAP 10-4: Translates problem situations into equalities/inequalities, expresses and interprets solution sets symbolically or graphically. Students use statistics and probability concepts. MHS 24: Analyzes patterns, trends, or distributions in single variable and two variable data in a variety of contexts.

7.7

7.8

7.9

MHS 25: Organizes and displays data. 7.10 Students use concrete, formal, and informal strategies to solve mathematical problems, apply the process of mathematical modeling, and extend and generalize mathematical concepts. MHS 30: Demonstrate understanding of mathematical problem solving and communication. 1.17 1.18 1.20 2.3 2.5 3.10 Vermont Vital Results assessed include: Students interpret and communicate using mathematical, scientific, and technological notation and representation. Students use computers, telecommunications, and other tools of technology to research, to gather information and ideas, and to represent information and ideas accurately and appropriately. Students use graphs, charts, and other visual presentations to communicate data accurately and appropriately. Students solve problems of increasing complexity. Students produce solutions to mathematical problems requiring decisions about approach and presentation, so that final drafts are appropriate in terms of these dimensions: Approach, Reasoning, Execution, Observations and Extensions, Mathematical Communication, Presentation. Students perform effectively on teams that set and achieve goals, conduct investigations, solve problems, and create solutions

Units Outline S1 Families of Functions Essential Questions: What can functions look like? How are the characteristics of a graph represented in its equation? VT Standards Assessed: 1.17, 1.20, 7.8 (NECAP 10-1 and NECAP 10-2) Resource/Reading: Integrated Mathematics 3, Sections 2-1 to 2-8, 1-7 Algebraic Properties & Skills Essential Questions: What are the essential algebraic skills needed to be successful in higher math? VT Standards Assessed: 1.17, 7.6 (MHS 7), 7.8 (NECAP 10-3) Resource/Reading: Various reference materials will be provided in class. Logic and Proof Essential Question: Why do we need to justify our conclusions? How are the characteristics of similar and congruent triangles used? VT Standards Assessed: 1.17, 1.20, 7.6 (MHS 7), 7.7 (NECAP 10-2) Resource/Reading: Integrated Mathematics 2, Sections from Unit 7 and 8. Linear Programming Essential Questions: How do we use linear programming to model a problem? VT Standards Assessed: 1.17, 1.20, 3.10, 7.6 (MHS 7), 7.8 (MHS 22 & NECAP 10-4), 7.10 (MHS 30) Resource/Reading: Integrated Mathematics 3, Sections 1-5, 1-6, 1-8 S2 Sequences & Series Essential Questions: How can we use patterns to make predictions about sequences and series? VT Standards Assessed: 1.17, 1.20, 2.3, 7.6 (MHS 7), 7.8 (NECAP 10-1, 10-2, 10-3) Resource/Reading: Integrated Mathematics 3, Sections 4-1 to 4-7 Polynomial & Rational Functions Essential Questions: How are polynomial and rational functions related? What is a complex number? How are graphs of cubic functions and their equations related?

VT Standards Assessed: 1.17, 2.3, 7.8 (NECAP 10-2 and 10-3) Resource/Reading: Integrated Mathematics 2, 9-1 to 9-5; supporting resources will be provided. Transformations of Graphs and Data Essential Question: What changes can be made to a functions equation to produce the desired transformations? VT Standards Assessed: 1.17, 1.20, 2.3, 7.8 (NECAP 10-1 and 10-2) Resource/Reading: Integrated Mathematics 3, Sections 9-1 to 9-7,10-4, 10-5 Modeling and Analyzing Data Essential Questions: How can we use math to analyze data? How can technology help us to represent and analyze a set of data? VT Standards Assessed: 1.17, 1.18, 1.20, 7.6 (MHS 7), 7.9 (MHS 24 and 25). Resource/Reading: Integrated Mathematics 3, Sections 6-1 to 6-5 Instructional Methods At the start of each new unit you will receive an outline specifying topics, practice problems, and an assessment plan. As always, these plans are subject to modification depending on the needs of the class or individuals. Assessment plans will generally include at least one mid-chapter cumulative quiz and each unit ends with a unit test. Integrated Math 3 is taught with a focus on in class practice of new concepts. Students are expected to be actively involved in lessons and to practice, question, self-assess, and extend their learning during the class period. Learning activities include investigations, explorations, lecture, use of technology, group work, practice and application problems, enrichment activities, test review, reflection activities, and problem solving. Formative assessment is used throughout the course to see where students are and how to move forward with their learning. Grading Policy *Percentages are listed for each semester Grading in this class is not about compensation, but rather about communication. Your overall grade will be composed of three types of grades. Your Habits of Learning grade will count for 10% of your overall grade for this course. This grade category will track and communicate engagement in learning opportunities, including homework, as well as classroom exploration & practice. Another portion of your grade will be Problem Solving & Mathematical Communication. This will count for 5% of your overall grade in this course. The problem solving category will include daily problem solving, larger problem solving opportunities, and your end of semester problem solving assessment. The majority of your grade for this course, however, will be determined by evidence that demonstrates your level of understanding and ability to accurately apply mathematical concepts. You will receive an overall grade for each unit to communicate your level of competency with the content studied. Units will then be equally weighted to determine your Content Mastery grade worth 90% of your final grade for Integrated Math 3. Grades for each unit will be calculated based on MPSs (5 pts. each), mid chapter quizzes (40 pts), and unit tests (100 points). Quizzes are designed to alert both of us to gaps in understanding so that you can get the support and practice needed to improve your understanding. They are part of the learning process and sometimes will indicate that you dont fully understand yet. As long as you are willing to prepare appropriately, you will have the opportunity to take an alternate version of quizzes for up to 100%. By the time you take the test for a unit, you will have received significant feedback on your level of understanding for the units learning objectives. Hopefully, in response, you will have taken the needed steps to ensure you are confident and able to demonstrate your skills & conceptual understandings. As a result of your formative work throughout each unit,

you should be well prepared to demonstrate your learning on each summative unit test. If a unit test score then demonstrates Content Mastery at a level higher than your overall grade for that unit, the test grade will replace the current overall unit grade. Students who score significantly below the standard on a unit test will be encouraged to continue working with me outside of class time to better understand the content and prepare to retake an alternate version of the test for a maximum of 80%. At the end of each semester you will take an exam focused on the content from that semester. Your semester exam questions will then be factored into the grade for the associated unit since they provide further evidence of your level of Content Mastery. A few things to remember: Mini Problem Sets will not be accepted late unless due to an absence. One 0 on an MPS will be dropped per unit. If you have completed all of your MPSs in a unit, you will receive 5 bonus points in the Habits of Learning category. Mid Chapter Quizzes are open note and can be retaken for a maximum of 100%. One side of a 5x8 note card can be used as a reference while taking a Unit Test. Attendance Policy It is important to be in class on time so that the class is not disrupted by late arrivals. Also, since the office collects attendance information each period, you may be reported as absent if you dont arrive on time. Being late to class 3 times will result in a detention. If you have a pass for a meeting you need to check in with me for attendance before going. If you are absent for any reason (illness, group, field trip, sports, etc), you are responsible for making up the work that you missed. I suggest seeing me and/or checking out our page to see what you missed. It is much easier to come to the next class with your work already made up whenever possible. You must show me your practice work to receive credit for that days practice work. If you skipped the class, daily activities and assignments from the day you chose not to attend will be given a grade of zero, although you may still complete the work for your own personal benefit. Additional consequences for cutting are explained in your student handbook. Progress Reports Mt. Abraham is continuing to use Power School as our method of communication to students and parents. Please make sure you are checking power school regularly (once a week) to see what you might be missing and check any mistakes that could have been recorded. It is important for students to stay proactive with their assignments. This is also a nice way for parents to stay up to date with how your student is doing. Always feel free to contact me with questions or concerns! Supplies Each day in class you will need a folder/binder to organize your materials, something to write with and a graphing calculator. A graphing calculator is required for students taking Integrated Math 3 (TI-83 Plus or TI-84 Plus recommended). Students may purchase their own calculator or rent one for the school year on a first come, first served basis. Day Monday Tuesday Wednesday Thursday Friday Time 2:45 3:30 By Appointment No Help Hours 2:45 3:30 2:45 3:30

Lets Work Together! Parents and students, if you have questions, suggestions, or concerns, please talk with me about them. I am available after school as listed on my regularly scheduled help hours. The school phone number is 453-2333 ext.2201. Also, if you prefer you may send me a note via e-mail. My e-mail address is hmacdonald@anesu.org.

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