Number and Operations/Algebra / Geometry / Data Analysis and Probability
Spring Semester 2011-2012
Instructor: Mr. Chuck Blakley
Office Hours: Open Door E-mail: firstname.lastname@example.org
The Georgia mathematics curriculum focuses on actively engaging students in the development of mathematical understanding by using manipulatives and a variety of representations (e.g., concrete, symbolic, verbal, graphical), working independently and cooperatively to solve problems, estimating and computing efficiently, and conducting investigations and recording findings. There is a shift towards applying mathematical concepts and skills in the context of authentic problems and understanding concepts rather than merely following a sequence of procedures. In mathematics classrooms, students will learn to think critically in a mathematical way with an understanding that there are many different ways to a solution and sometimes more than one right answer in applied mathematics. Mathematics is the economy of information. It is the reasoned, logical connections that make mathematics manageable. Each mathematics course integrates concepts from algebra, geometry, and data analysis and probability in order to emphasize the natural connections among mathematical topics. As a result, implementation of the Georgia Performance Standards places a greater emphasis on the process standards from the National Council of Teachers of Mathematics: problem solving, reasoning, representation, connections, and communication.
This is the second course in a sequence of courses designed to provide students with a rigorous program of study in mathematics. The remaining courses are Math III and Math IV. Math II includes complex numbers; quadratic, piecewise, and exponential functions; right triangles, and right triangular trigonometry; properties of circles; and statistical inference. (Prerequisite: Successful completion of Mathematics 1.)
Instruction and assessment will include the appropriate use of manipulatives and technology. Topics will be represented in multiple ways, such as concrete/pictorial, verbal/written, numeric/data-based, graphical, and symbolic. Concepts will be introduced and used, where appropriate, in the context of realistic phenomena.
NUMBER AND OPERATIONS
Students will use the complex number system.
Students will investigate piecewise, exponential, and quadratic functions, using numerical, analytical, and graphical approaches, focusing on the use of these functions in problem-solving situations. Students will solve equations and inequalities and explore inverses of functions.
Students will explore right triangles and right-triangle trigonometry. They will understand and apply properties of circles and spheres, and use them in determining related measures.
DATA ANALYSIS AND PROBABILITY
Students will demonstrate understanding of data analysis by posing questions to be answered by collecting data. Students will organize, represent, investigate, interpret, and make inferences from data. They will use regression to analyze data and to make inferences.
The following process standards are essential to mastering each of the mathematics content standards. They emphasize critical dimensions of the mathematical proficiency that all students need to include: solving problems (using appropriate technology), using reasoning and evaluating mathematical arguments, communicating mathematically, making connections among mathematical ideas and to other disciplines, and representing mathematics in multiple ways.
CREDIT – 1
Loose-leaf/spiral notebook, journal, pencils, and erasers. (Sloppy work will not be accepted.).
All handouts will be kept in chronological order in the student notebook.
All written work must be shown and be neat in order to receive any credit.
All work should be done in pencil.
Respect others as you would want them to respect you.
When finished with daily work, you will work on your math project, math portfolios, read a book from the reading list, or do work from another class.
No sleeping, eating (including gum and candy), or drinking in class.
School rules will be followed.
All work not turned-in because of absences should be completed and turned-in in a reasonable amount of time to be determined by both student and teacher.
All work must be shown neatly in order to receive full credit for the assignments that are done on paper. Your grade for the course will be determined by using:
Book Review 5%
Work Ethic 10%
Chapter Tests: 30%
Nine Week Project 15%
Progress report grades will be determined by using:
Work Ethic 15%
Chapter Tests: 30%
Nine Week Project 15%
Work Ethic—Staying on-task and focusing on the lesson. Respecting others’ rights to learn. Caring for class materials. Performance factors and indicators include, but are not limited to, quality of work, ability to follow instructions, productivity, dependability, honesty, reliability, attendance and punctuality, attitude, integrity, enthusiasm, interpersonal skills, and initiative. The work ethics grade descriptions are:
Exceeds expectations: 4
Meets expectations: 3
Quizzes—Demonstrate competency of material studied over a short period of time.
Tests--Demonstrate competency of material studied in selected topics.
Portfolio – Students will enter on their portfolio has they saw or used math outside the classroom. Entries should be made weekly. The requirement is for 9 entries per session. Each entry should explain the particulars of the math including the result and how it was calculated. Generalities will not be accepted as entries, be specific.
Nine-Week Project-- Investigate and provide a written report or oral presentation to the class a profession or specific areas of science, math, or other profession that uses advanced algebra/trigonometry. Tell us about the profession, the education needed at each level (worker, engineer, manager, etc), and how advanced algebra/trigonometry is used in that profession. The report must be at least two typed-written pages in length.
Other projects may be submitted but must be approved by me prior to beginning the project.
Projects are due no later than Sept 3, 2011.
Book Review -- Read a book from the Math book list and submit a written, one-page summary including the name of the book, author, and main characters, discussion of the plot, and recommendation and reasons for the recommendation for other readers. Other grade-level books may be read but must be approved by me.
Tutoring – I am normally available on Tuesdays, Wednesdays, and Thursdays after school from 3:15 – 4:15 PM. If Monday is a holiday, I will not be available on Tuesday. I am also here in the mornings at about 7:30 AM. Please let me know ahead of time when you want tutoring. Depending on my duty schedule, I am also available during lunch.