Thomas Alva Edison High School
2014-2015
Advanced Algebra
Teacher: Mr. Agrimson (room 207) Mr. Lundgren (room 321)
E-mail Address:
Mr. Lundgren’s Text: 612-723-1318
Course Description
Advanced Algebra is a yearlong course that focuses on recognizing, describing, and generalizing patterns to make predictions. You will be interpreting results, making conjectures, and using mathematical reasoning to solve problems using knowledge and understanding of the topics studied. We will use algebraic symbols and operations to represent and analyze mathematical structures. Through inquiry-based learning we will be investigating patterns of graphs, tables, equations, and contexts. You will be expected to use correct language in your communication of mathematics throughout this course. We will focus on justifying mathematical findings using effective reasoning both orally and in writing. Throughout the learning process you will have time to practice reflection in mathematics. You will have the opportunity to reflect upon the processes and evaluate the correctness as well as the significance of your mathematical findings. Reflection will also allow you to become aware of the strengths and challenges you face as a learner.
Course Topics
The units established in the Focused Instruction Curriculum Guide are:
• Unit 1: Sequences and Series / • Unit 5: Polynomials• Unit 2: Families of Functions / • Unit 6: Probability
• Unit 3: Exponential, Power and Logarithmic Functions / • Unit 7: Connecting it All
• Unit 4: Linear Programming / • Unit 8: Circle Trigonometry
What you should bring to class
Please come EVERY DAY to class prepared by bringing your binder, notebook, a pencil, and planner. Due to a wide range of academic needs, it is useful to have a library book to read or other homework to catch up on if you are caught up on the algebra II curriculum. Other tools (including a calculator) will be provided for your use.
TOMMIE CREED
Team
I will respect myself and others by being open-minded and a good comunicator.
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 Advanced 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, 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 DevelopmentWho 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, a pencil, and colored pencils. Other tools (including a calculator) will be provided for your use.
Grading Breakdown
85% Learning Targets
Each of the eight units established in the Focused Instruction Curriculum Guide 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. Learning targets will be graded using the rubric shown:
Score / MCA Terms / Description7-8 / 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.
15% Classwork/Assignments/Projects
You will receive a weekly grade for classwork/assignments based on the previous rubric. Homework will be assigned Monday through Thursday. Assignments are designed to take 15-20 minutes. To be successful in this class, completing homework assignments is a necessity. Assignments are due at the START of the hour in order to receive credit.
Grading Scheme
A above 90 %
A- 87 – 90 % If you do not complete assignments, it is not possible to earn an A.
B+ 83 – 87 %
B 79 – 83 % If you earn all 3’s, showing understanding of topics you will earn a B.
B- 75 – 79 %
C+ 71 – 75 %
C 67 – 71 % If you earn a combination of 2’s and 3’s you will earn a C.
CR 50 – 66 % If you earn an average of 2, you will earn a CR
Below 49% Is an F and earns no credits for the class
Attendance and Tardy Policy
Please refer to the Thomas Edison Student Handbook.
Support
I am 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 by appointment (Mr. A. every Wednesday) to offer extra help and being willing to schedule additional days either before or after school as needed.
Thomas Alva Edison High School
2014-2015
Advanced Algebra
Teacher: Jacob Agrimson/ Matthew Lundgren
E-mail Addresses: ,
We are committed to holding each of our students to the highest expectations and providing the necessary support so that they can be successful in meeting all of their learning targets. Support includes:
• Providing regular feedback on work so that each student knows what he/she is and is not understanding
• Explaining things more than one way
• Staying after school by appointment (Mr. A. every Wednesday) to offer extra help and being willing to schedule additional days either before or after school as needed
• Encouraging a growth mindset which leads to a desire to learn and a tendency to embrace challenges and persist in the face of setbacks
You can help your student be successful in math class by:
• Asking them each day to explain to you what we did in class. If they cannot explain it to you, they might not understand it and should seek help.
• Encouraging your student to call/get together with other students to do math homework. Expect him/her to have math homework every day Monday through Thursday.
• 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!