Math 3: Algebra 2 / Geometry / Statistics Daniel Albert
2016–17 course guide Lexington High School
web site: http://lps.lexingtonma.org/Domain/9129 e-mail: or Daniel Albert on FirstClass
Information in this guide is subject to change as the year progresses; see the class web site for the latest version.
Course catalog description
Math 3 students will expand their understanding of functions to include polynomial, rational, exponential, logarithmic, and trigonometric functions. They will use trigonometric functions for general triangle solving, sinusoidal modeling, and other algebraic uses. They will extend their use of number systems to include the complex numbers, and make use of sequences and series. Students will apply methods from probability and statistics to draw inferences and conclusions from data.
Math 3 students will engage in mathematical practices such as making sense of problems, reasoning and constructing arguments, and using structure and regularity. They will use functions and geometry to create and critique mathematical models and solve contextual problems. They will use mathematical tools including graphing calculators, spreadsheets, and geometry software.
Textbook, coverage, and materials
Our textbook is Mathematics III from the CME Project. These will be the major topics of the course:
· Polynomial Functions (Ch. 1)
· Sequences and Series (Ch. 2)
· Statistical Inference (Ch. 3)
· Trigonometry and Trigonometric Functions (Ch. 4-5)
· Complex Numbers (6.01-6.02 and supplemental material)
· Exponential and Logarithmic Functions (Ch. 8)
It is your responsibility to cover your textbook and take care of it. We will usually need books in class but you may alternate days with a seat partner. You’ll also have electronic access to the book and a solution manual.
Software used in the course may include GeoGebra, Desmos, Wolfram Alpha, MS Office and/or Google Apps.
You will need to buy or borrow a TI-83 or TI-84 graphing calculator. See http://lps.lexingtonma.org/Page/2374 .
You will also need a notebook/binder such that you have places to take notes and to keep handouts/quizzes.
What’s expected of you during class
A productive and respectful classroom atmosphere is essential for learning. Individual behavior can support or undermine the learning environment. To make our classroom productive, here is what is expected of you:
· Be on time for class and ready to begin.
Lengthy or frequent tardiness is unacceptable.
· Bring your calculator, pens/pencils, textbook, notebook, and all homework from the current chapter.
· Contribute positively to class discussions. Listen carefully to others. Build on each other’s ideas.
· Work collaboratively with classmates during group work.
· Stay focused on the current learning activity.
· Keep phones and devices away (except during educational use).
· Follow all school rules.
If necessary, these expectations will be enforced by consequences that begin with verbal warnings and progress to detentions or school discipline for serious or repeated offenses.
What’s expected of you outside class
Homework will be assigned daily and must be completed before the next meeting. Doing the homework on the night it is assigned is vital to your learning because the homework will often be the starting point for the next class. The choices you make around homework completion will either facilitate or undermine your success this year.
Homework will be spot-checked in varied ways which may include: viewing or collecting any recent homework to check it for either completion or correctness (either on the whole or of selected problems) and short unannounced homework-based quizzes.
Assessments and grades
There will be a test at the end of each unit, and most units will also have intermediate tests or quizzes. Tests and longer quizzes will always be announced but short quizzes may not be.
All full-period tests will have the same weight. All other grades will have a designated weight as a fraction of a test. See “Scoring system” for the scoring system to be used.
Reassessments will be allowed for most quizzes. To qualify for a re-quiz, students must first attempt to rework any missed problems, go over these corrections with a teacher (usually myself during I Block or after school, or possibly another I Block teacher or Learning Center teacher), and show readiness for improved performance. The re-quiz grade will be averaged with the original grade. Ordinarily requizzes should happen within a week from the return of the original quiz. Reassessments will not be allowed on tests, nor on quizzes from the last week of a quarter.
85% of the quarter grade will be based on a weighted average of tests, quizzes, and any other graded work such as labs or projects, and 15% of the quarter grade will be based on homework checks. Each quarter will count as 20% of the year grade. Three cumulative exams are planned for November (5%), February (5%), and June (10%), but the June final exam and all % weights are subject to change.
Scoring system
Most problems will be graded on a 0-to-5 scale measuring the correctness of your responses and the quality of your explanations. Here is the typical meaning of each score.
5: an exemplary correct solution. The work is correct in every detail, and presented in a clear and fully-justified manner.
4: a correct solution. The work is generally correct, but may have weaknesses in presentation or justification, or be slightly lacking in detail.
3: solution with minor error. The work has at least one significant mistake or omission. Anydeficiencies are relatively minor, typically things that a student would be able to fix independently once pointed out.
2: solution with major error. The work has at least one major error or missing step, or an accumulation of many minor errors. The deficiencies are significant enough to show a lack of mastery and perhaps a need for re-teaching and re-learning.
1: slight progress toward a solution. There is some correct progress in the direction of a solution, but most of the work needed for a correct solution is not present.
0: little or no progress toward a solution. The work contains hardly any of what would be needed in a correct solution.
Sometimes questions that require only a short response may be graded using only selected pointvalues. For example, a right-or-wrong question might be scored 4-or-0 or an assignmentthat’s just recorded as complete/partial/missing might be scored 4/2/0.
Letter grades will be formed from anaverage or weighted average of problem scores using the scale shown:
average on 5-point scale / grade4.30 and above / A+
3.80–4.29 / A
3.50–3.79 / A–
3.20–3.49 / B+
2.80–3.19 / B
2.50–2.79 / B–
2.20–2.49 / C+
1.80–2.19 / C
1.50–1.79 / C–
1.35–1.49 / D+
1.15–1.34 / D
1.00–1.14 / D–
0.00–0.99 / F
Absences, makeups, and extended time
When you are absent, it is your responsibility to find out what you missed (check the class web site for homework and ask a classmate what happened during class), and then I will provide reasonable support to help you catch up. Per the usual practice at LHS, the time allowed for completing missed work is usually one day for each day missed, with the following exceptions. If there is a test or an assignment on the first day of your absence, you are responsible for it on the day you return. Also, if you miss class because of a field trip, you must be prepared for the next class just as if you had been in class.
To ensure that makeups are prompt and fair, they must be completed within the time stated above. If you have no other available time during those days, asa last resort you may ask to take the test during a class. Students who have been absent repeatedly should expect that makeup deadlines will be rigidly enforced. Also, at my discretion, Imay require additional documentation validating your excuse (such as a doctor’s note) before giving or grading a makeup test. Ifan absence is unexcused or not satisfactorily documented, you will receive a zero for any missed work, with no makeup.
For most students, tests and quizzes must be completed during the time allowed in class. Students entitled to extended testing time under an individual plan (IEP, 504, or ICAP) will receive 50% additional time, unless a different amount is established either by the plan or through a team meeting. The extended time should ordinarily be on the same day.
Getting help
I encourage you to seek my assistance with your math learning outside of class time. This support can benefit anyone, not just students who are struggling. It is useful to come in for extra help as soon as you’re feeling unsure about the learning. Extra help is less effective if you only come the day before an assessment or when you feel completely lost.
I am almost always available for extra help 2:25-3:00, as well as during IBlocks.
Feel free to e-mail me. I usually respond only at the beginning or end of the school day, but it is still the most reliable way to contact me. It’s not feasible to give extensive help over email, but it is a good way to ask a quick question, clarify an assignment, or schedule an assessment.
Consider other students as another source of help. You will have time to help each other learn during class, but many students also find it valuable to study together outside of class. Other supports include the Learning Center (room 148) and its peer tutoring program.
About the teacher
Mr. Albert is new to Lexington, but has been a teacher for many years. He enjoys logic puzzles and has his own sense of humor that makes him an interesting presence in the classroom.
One last thought
I am confident that you are capable of learning and succeeding in this class if you put in the time and effort to do so. I will help so long as you are willing to try. Math is important. You can do it. I won’t give up on you.
-Mr. Albert