Thomas Alva Edison High School

2015-2016

College Prep Mathematics, Room 321 (SHARP)

Teachers: Ms. Angela King

Email:

Phone: 612-300-9285

Course Description

College Prep Math is a course designed for seniors who want additional instruction and practice in the math skills needed for college. The course will cover topics including graphing, geometry, quadratic and polynomial functions, exponential and trigonometric functions. Students will learn the basics of set theory, probability and statistics, financial mathematics, trigonometry and geometry. We will not cover every objective listed on the course description but will cover some objectives from each of the topics, depending on student need and interest. Students will be expected to learn how to use a graphing calculator (which is necessary for the ACT and many college placement tests). Students will be able to express and understand mathematical ideas in a variety of forms, including graphs, tables, symbolic representation and verbally/written word.

Course Topics

The units covered in the class will include, but are not limited to:

•Set Theory / •Trigonometry
•Measurement / •Probability
•Statistics / •Finance
•Geometry / •Exponential Functions

TOMMIE CREED

Team

I will respect myself and others by being open-minded and a good communicator.

Opportunity

I will prepare for college and the career of my choice by being a thinker and becoming more knowledgeable.

Make a Difference

I will honor myself, my family and my school by being principled.

Make it Right

I will restore my relationships and advocate for myself. I will be caring and try to understand others by being an inquirer.

Integrity

I will make good decisions. I will stay balanced and be reflective about my choices.

Excellence

I will do my personal best and be a positive risk-taker.

MYP Fundamental Concepts

Throughout the year, our curriculum will support the three underlying principles of the I.B. Middle Years Program: inquiry, action, and reflection. We will ask questions about math and the world around us, apply math in our community, and think deeply about what and how we are learning.

MYP Global Contexts

You will be learning Intermediate Algebra through six Global Contexts. The Global Contexts give meaning to what is learned through the exploration of real-world problems. Through inquiry and active learning, you will use higher-order thinking skills to deepen comprehension and reflection to better understand yourself as a learner.

Identities and relationships: Explore identity; beliefs and values; personal, and physical, mental, social and spiritual health. Also, look at human relationships, communities and cultures. Think about what it means to be human.

Orientation in space and time: Explore turning points in humankind from discoveries and explorations to the relationships between individuals and civilizations. Do this through different perspectives, not just yours, but also others in Minneapolis, the U.S, and the world.

Personal and cultural expression:Explore the different ways that we discover and express ideas and feelings on everything from nature to culture. Think about all the different ways that we reflect on and enjoy our human creativity, and our appreciation of “beauty.”

Scientific and technical innovation: Explore the relationship between people and the natural world and the impact of scientific/technological advances on communities and environments. Also think about the impact of environments on human activity; how do we adapt?

Globalization and sustainability: Explore human-made systems and communities; and how our local experiences at home affect the whole world. Reflect on the positive and negative effects of world “interconnectedness.” Is it sustainable? Will it last?

Fairness and development: Explore rights and responsibilities, especially the relationship between different communities around the world. Do we share what we have with other people? With other living things? Can we all achieve equal opportunities and peace?

Identities and Relationships / Orientation in Space and Time / Personal and Cultural Expression / Scientific and Technical Innovation / Globalization and Sustainability / Fairness and Development
Who am I?
Who are we? / What is the meaning of “where”and “when”? / What is the nature and purpose of creative expression? / How do we understand the world in which we live? / How is everything connected? / What are the consequences of our common humanity?

Approaches to learning are a set of learning skills we will be developing in this class, as well as in all of your classes, including communication, social, self-management, research, and thinking skills.

What you should bring to class

Please come EVERY DAY to class prepared by bringing your math notebook and assignment, a pencil, and most importantly, A POSITIVE ATTITUDE. Other tools (including a calculator) will be provided for your use.

Grading Breakdown

80%Assessments (Projects, Tests, Quizzes)

Each of the units will be broken down into learning targets. You will have several opportunities to demonstrate your comprehension of each learning target throughout the unit. These opportunities will include tests, quizzes, projects, class work, and additional assessments. These assignments and assessments will be graded using the rubric shown:

Score / MCA Terms / Description
7-8 / EXCEEDS / Got it and more!
Defends understanding of learning target in writing or solves an unfamiliar problem.
5-6 / MEETS / Got it!
Shows understanding of learning target.
3-4 / PARTIALLY MEETS / Kinda got it!
Shows mostly correct process but incorrect solution.
1-2 / DOES NOT MEET / Don’t get it!
Attempts the task but does not address the learning target.
0 / Didn’t do it!
No work shown/submitted. No attempt to meet the learning target.

20%Practice: Classwork/Journals/Formative Assessments

You will receive a weekly grade for classwork/journals/bell ringers/etc. based on the previous rubric. Some formative assessments/check-ins/quizzes may be added to this category also. In order to be successful in this class, completing practice assignments is a necessity.

Grading Scheme

Aabove 90 %

A-87 –90 %If you do not complete assignments, it is not possible to earn an A.

B+83 –87 %

B79 –83 %If you earn mostly 6’s, showing understanding of topics you will earn a B.

B-75 –79 %

C+71 –75 %

C67 –71 %If you earn a combination of 4’s and 5’s you will earn a C.

C-63 –67 %

D+59 –63 %

D55 –59 %If you show only partial understanding of topics you will earn a D.

D-50 –55 %

F 0 –50 %Below 50% will result in a failing grade.

Attendance and Tardy Policy

Please refer to the Thomas Edison Student Handbook.

Classroom Engagement Plan Teacher: Ms. King, Math Teacher (SHARP) SY 15-16

Looks like:Response:

Entering the classroom / · Come in and sit in your assigned seat, get materials out.
· Working on your BELL RINGER Activity right away
· Cell phones put in bag or pocket
· Food discarded/put away
· If you are late, enter quietly & calmly. Place pass on the teacher’s desk. Get materials out & join the activity. / ·Positive Feedback to students following expectations
·Quick/Non-verbal redirect
·Conference
· Re-teach with modeling
·Cell phone put in cell phone jail
·Dean Referral
Instructional time
  • Group work
------
  • Individual
------
  • Whole class
/ ·Listen respectfully and actively
·Ask pertinent questions
------
·No phones, unless teacher allows
·Be ok with struggling
·Participate without being prodded
------
·Know and respect deadlines
·Respect each other, the teachers, and the space / · Positive reinforcement to students following expectations
· Conference
· Reteach with modeling
· Verbal and non-verbal redirect
·Allow time to redo
·Referral to Dean
Personal needs / · Advocate for help without interrupting instruction
· No food during class time; food is allowed during breaks and advisory time
· No passes first and last ten minutes of class
· 2 bathroom passes per class a quarter
(in planner) / · Teacher will facilitate communication to the right support system and provide information necessary
· Teacher will provide follow-up help
· Food will be taken away and returned during break or Advisory time or will be thrown away.
Exiting the classroom / · Return borrowed items to appropriate places
· Clean classroom space
· Leave only when teacher excuses you
· If leaving class materials in the room, put them away. / · Positive reinforcement to those following expectations
· Teacher will offer support
· One-on-one conference
· Call home
· Referral to the Dean
Academic Honesty /
  • Cite ideas that are not your own
  • Demonstrate your own learning/ideas in your own words
  • Teachers will model correct use of sources
  • Teachers will clarify group vs. individual products
/  Teacher may ask for a re-write or to re-do assignment
 Teacher may use Dean or parent involvement to deal with repeated infractions.
School-Wide
Agreements /
  • Seating Chart (sit in assigned seat)
  • No passes the first and last 10 min of class
  • 2 bathroom passes per quarter

Support

We are committed to holding each of you to the highest expectations and providing the necessary support so that you can be successful in meeting all of the learning targets. Support includes:

•Regular feedback on your work so that you know what you are and are not understanding

•Explaining things more than one way

•Staying after school to offer extra help

•Encouraging a growth mindset which leads to a desire to learn and a tendency to embrace challenges and persist in the face of setbacks

Parents: You can help your students be successful in math class by:

•Asking him/her each day to explain to you what we did in class. If he/she cannot explain it to you, he/she might not understand it and should seek help.

•Encouraging your student to call/get together with other students to do math practice.

•Reinforcing that being smart at math isn’t about being the fastest…it’s about working hard and accepting that mistakes make us smarter!

Please email us anytime with questions or concerns. Thanks for your support!

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