Course Syllabus

WELCOME to the WORLD of MATHEMATICS!

 

ALL ABOUT THE TEACHER

Carol A. Martignette Boswell

boswellc@wellesleyps.org

 

I am very excited to be starting my twentieth year at Wellesley High School.  I came to the Wellesley Public Schools with over twenty years of experience from the Town of Arlington.  I have taught mathematics at both the middle and high school levels.  In addition I have co-authored articles in The Mathematics Teacher and Mathematics Teaching in the Middle Schools.  I have studied at Michigan State learning about the middle school curriculum, Connected Math.  I have two sons  and a one year old grandson. I love to read, watch all sports, especially football, hockey, baseball and basketball, and listen to all types of music.

 

A DAY IN THE LIFE OF ALGEBRA ACP CLASS

  • Complete the EXPLORATION/DO NOW (WARM UP)/SKILLS PRACTICE
  • Correct &Review & Ask questions about homework
  • Visit New Topic
  • Classroom practice/activity - sometimes in pairs or alone
  • Assignment and summary

 

SUPPLIES

Graphing calculator (TI 83, 83+, 84)           1 box of Kleenex (optional)                                   #2 Pencils (mechanical recommended)         Ruler- Metric and English units             Pens                                                      Notebook from choices below

 

NOTEBOOK CHOICE

EITHER
a. a 1.5 inch binder with plenty of white lined and graph paper OR
b. a plastic 1" binder (for handouts) AND a spiral notebook AND a graph paper notebook OR
c. a spiral graph paper notebook AND a pocket letter-size poly expanding file

 

 

ALL MATH WORK (except corrections) MUST BE COMPLETED IN PENCIL!!!

Corrections in pen

 

HOW YOU WILL BE ASSESSED

(Percentages Subject to Change)

 

 Tests                                       55%

 Quizzes                                     35%

Homework                                 5%

Classwork and Participation           5%

Lowest quiz grade is dropped if 3 or more quizzes are given during the term.

 

THERE IS NO EXTRA CREDIT.  SOMETIMES BONUS POINTS ARE GIVEN.

WHAT YOU WILL LEARN THIS YEAR

The main topics that you will investigate and learn this year are:

 

  • Term 1 - Linear Functions and Systems, Absolute Value Equations and Inequalities, Functions and Relations
  • Term 2 – Quadratic Functions
  • Term 3–Polynomial Functions & Composite and Inverse Functions &  Radical Functions
  • Term 4 - Data Analysis & Statistics & Right Triangle Trigonometry &  Exponential & Logarithmic Functions  & Rational Functions

MCAS practice will take place throughout the year.

The order or specific term is subject to change

 

 

 

WHAT WILL YOUR ROLE AS MY STUDENT BE

 

  • Have a desire and a motivation to learn
  • Hardworking and willing to try new things
  • Challenge yourself to succeed and realize that through mistakes you will learn
  • Have confidence in yourself
  • Share your insights and understandings of concepts with classmates
  • Be fully prepared every day
  • Come prepared for class every day
  • Be willing to spend 30/45 minutes per night on homework.
  • Make up work when absent          

 

 

 

 

  • Visit with the teacher before/after school if you are having any difficulty
  • Attempt assignments and do not be afraid to ask for help.
  • Please follow Wellesley High School handbook.
  • Respect yourself and your classmates.
  • Do not let conflicts manifest.  Seek help from your teacher.
  • Have fun with the subject
  • Prepare well for assignments
  • Work cooperatively with others
  • ENJOY MATHEMATICS!!!

 

WHAT WILL MY ROLE AS YOUR TEACHER BE

  • To be fair, trustworthy and patient
  • To respect each other and every one of you
  • To set an environment for you to take risks, to feel comfortable, and to ask any questions you have (I want you to feel comfortable asking any questions you have.)
  • To be organized and prepared daily to teach and challenge you
  • To inform you ahead of time when giving quizzes and tests (5 day notice for tests)
  • To provide a safe environment
  • To be available for special help before and after school (Times will be posted weekly)
  • To communicate with you and your parents on a regular basis
  • To explain and reteach concepts until you understand
  • To motivate, discover, and formulate mathematical concepts and share them with others
  • To assess your daily understanding of class discussions and lesson

 

Please feel free to email me in the evening if you have questions or concerns.  I usually check my school email around 8:00 pm.  I will do my best to respond but some nights it may not be possible.

 

 

 

 

 

 

 

 

HOMEWORK

 

Homework is given most nights.  You will receive a homework log.  You are responsible for filling in the date of the assignment and the assignment.  You also will write your initials in one of the boxes labeled 3,2,1.  At the beginning of most classes I will walk around  and check your homework as well as ask if you have specific questions and write my initials in one of the 3,2, and 1 box. ( I will check at least 10 assignments per term.)  If you are absent it is your responsibility to see me BEFORE or AFTER school to correct assignment and receive credit.  We will discuss the homework expectations further in class.

                                   

 

“Challenging problems” are those that you did not understand how to do.

 

3 – Advanced/Exceeds Expectations

  • All assigned homework problems have been attempted.
  • The math process (work) is detailed and easily located next to each problem.
  • Challenging problems have been marked as a reminder to seek clarification when in class. Work out the problem as far as you can and then describe what part of the process you found difficult.
  • Homework problems are completed in pencil and corrections are in pen.

 

2 – Proficient/Meets Expectations

  • Most assigned homework problems have been attempted.
  • The math process (work) is easily located next to each problem.
  • Challenging problems have been marked as a reminder to seek clarification when in class.
  • Homework problems are completed in pencil and corrections are in pen.

 

1 – Needs Improvement/Sometimes Meets Expectations

  • Some of the assigned homework problems have been attempted.
  • The math process (work) lacks detail or is unclear.
  • More challenging problems have been left blank.
  • Homework problems are completed in pencil and corrections are in pen.

 

0 – Does Not Meet Standards

  • Few or none of the assigned homework problems have been attempted.
  • The math process (work) is unclear or not shown.
  • Homework problems are not completed in pencil and corrections are not in pen.

 

The maximum grade a student can earn on a completed late homework assignment is 2.  A minimum of ten assignments will be graded each term. The assignments will be selected randomly.  Your homework can also be graded on how well you corrected  the assignment in class.

 

 

 

 

 

 

 

 

 

 

WORK MISSED BY ABSENCE

 

It is the responsibility of the student to get homework assignment(s) from a classmate or via the teacher’s webpage when absent. The student must hand in the homework assignment(s) on the day s/he/they returns. If a student is unable to complete the assignment(s), s/he/they must speak to the teacher the day s/he returns. If the student does not do this, no credit will be given. If an absence is unexcused, credit will be deducted from class participation. The student has THREE school days(including drop day) to make up missed tests and quizzes. The teacher’s availability will be posted in the classroom and on her webpage each week. If the times conflict with the student’s schedule it is his/her/they responsibility to notify the teacher. The teacher will be unavailable during Block 1 on Days 3, 5 & 7.  It is strongly recommend that students use the Math Lab. The Math Lab Schedule will be posted in the classroom as well as on the teacher’s webpage and each student will receive a copy. Help sessions will mainly be after school from 2:40 – 3:15pm.  The teacher will do whatever she can to accommodate the student and his/her/they individual needs.

 

IF A STUDENT RECEIVES BELOW 70% ON A TEST, S/HE/THEY IS ABLE TO CORRECT ERRORS AND IMPROVE THE GRADE. STUDENTS HAVE ONE WEEK TO MAKE THE CORRECTIONS AND MUST MAKE THE CORRECTIONS WITH HIS/HER/THEY TEACHER.  If there is a conflict with the student’s schedule, s/he must bring the test corrections to the teacher during office hours.

 

Test and Quizzes will not be passed back until all students have taken them.  Students may view their test/quiz before or after school once it is posted.  Please make an appointment with me.

 

CELL PHONES

Cell Phones:  Technology provides us with some extremely powerful resources, but it can also lead to great distractions. The Wellesley High School Student Handbook states “In order to prevent disruption in classrooms and to respect the academic environment the use of handheld electronic devices is prohibited during class time without express

                                Teacher approval.”

 

In order to implement the Wellesley High School handheld electronic devices including cell phones policy, students will be asked to “park” their cell phones when the cell phones are not being utilized for academic purposes.  After you have recorded the homework for the night (if you choose to use your cell phone for this purpose), it is an expectation that you will turn your phone off (or turn it on silent mode) and place it in an assigned numerical “parking lot” space provided by your teacher.  The cell phone parking lot is located in a secure and visible location in the classroom. Cell phone retrieval will occur at the end of class or when needed for academic purposes as expressly stated by your teacher.

 

You are not permitted to have your phone on your person during class unless expressly permitted by your teacher.  If your device is not placed in the parking lot and is visible during class time (this includes bathroom and water breaks), then the phone will be confiscated and consequences will follow those stated in the Student Handbook and detailed below:

 

“Students not adhering to this policy will be subject to the following consequences: Cell phones or handheld electronic devices, if used inappropriately, will be confiscated until the end of the day and a recorded warning will be given for the first offense. The second offense will result in the student being assigned two detentions and the retention of the cell phone or handheld electronic device by the student's Assistant Principal for two weeks. The third offense will result in the student being assigned to Saturday School and the retention of the cell phone or handheld electronic device by the student's Assistant Principal for three weeks. The fourth offense will result in the student being assigned to two Saturday Schools and the retention of the cell phone by the student's Assistant Principal for four weeks.”

 

Algebra 2 ACP

Term 1 Learning Goals

 

Learning Goals from Geometry:

I can:

  • Solve single variable linear equations including those with:
    • Variables on both sides
    • Fractions and decimals
    • The distributive property
  • Use slopes to determine if lines are parallel, perpendicular, or neither.
  • Graph a line given its equation.
  • Find the equation of a line using:
    • Two points
    • A point and a slope
    • The equation of a line parallel and a point.
    • The equation of a line perpendicular and a point.
    • A graph
  • Convert between standard and slope-intercept forms of a line.

 

EQUATIONS AND INEQUALITIES

I can:

  • Rewrite formulas and equations in terms of other variables.
  • Solve linear inequalities.
  • Solve absolute value equations and inequalities.

 

LINEAR EQUATIONS AND INEQUALITIES

I can:

  • Use function notation to evaluate function outputs for given inputs.
  • Interpret statements that use function notation in terms of a context.
  • Graph absolute value functions.
  • Transform the parent absolute value function family f(x) = |x| using horizontal and vertical shifts, x and y axis reflections, and vertical compression and stretches.
  • Graph linear inequalities in two variables.

 

LINEAR SYSTEMS

I can:

  • Solve linear systems by graphing.
  • Solve linear systems using substitution and elimination.
  • Graph systems of linear inequalities.
  • Solve simple systems of equations in 3 variables.
  • Model situations by creating a system of linear equations to solve the problem

 

 

 

 

 

Algebra 2 ACP

Term 2 Learning Goals

 

QUADRATICS

I can…

  • Convert between forms of quadratic function
    • standard to vertex
  1. standard to intercept(factored)
  2. vertex to intercept (factored)
  • Determine the number and type of solutions a quadratic function has using the discriminant
  • Determine and apply the appropriate method to solve a quadratic equation.
    • Take square roots
    • Factoring
    • Quadratic formula
  • Given standard form find:
    • Y-intercept
    • Coordinate of the y-intercept
    • X-intercept(s)
    • Coordinate of the x-intercepts
    • Graph the equation.
    • Write the equation in intercept form (change to factored form).
    • The vertex.
    • The axis of symmetry.
  • Given vertex form find:
    • Determine if there is a maximum or minimum point
    • The minimum or maximum value.
    • The vertex.
    • Write in standard form.
    • Y-intercept
    • Coordinate of the y-intercept
    • Write the equation in intercept form (factored form.
    • X-intercepts
    • Coordinate of the x-intercepts
    • Graph the equation
  1. Solve a quadratic function using the following methods:
  • Factoring
  • Taking the square root
  • Quadratic formula
  1. Falling objects word problems where “h “is the object’s height, “t” is time,is the objects initial velocity, and  is the object’s initial height.

 

            If an object is thrown down  is negative. If the object is dropped,

  1. Given a picture of a parabola write an equation for it in
  • Intercept form
  • Standard form
  • Vertex form

Look at diagram.  Identify the given information.  Determine which equation you will use to find “a”. Then write in one of the following forms substituting values for all variables except “x” and” y”.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Algebra 2 ACP

Term 3 Learning Goals

 

 

POLYNOMIALS

I can…

  • Determine if a function is a polynomial function.
  • Evaluate polynomial functions for given inputs.
  • Add, subtract, and multiply polynomial functions.
  • Solve polynomial equations by factoring out a greatest common factor and/or factor a quadratic.
  • Find rational zeros from simple and factored polynomial functions.
  • Graph and compare the graphs of power functions by hand and on the calculator.  (For example: compare the graphs of f(x) = x2 and f(x) = x4,and the graphs of f(x) = x3 and f(x) = x5).
  • Describe, using the leading coefficients and degree, the end behavior of a polynomial function given its graph or equation.

 

COMPOSITION & INVERSE FUNCTIONS     

I can:

  • Understand and evaluate functions using function notation
  • Evaluate functions given an input value
  • Simplify expressions using properties of both integer and rational exponents
  • Simplify nth roots using a factor tree
    • Multiply and divide like nth roots
  • Add and Subtract like radicals and exponential expressions
  • Re-write expressions from radical form to exponential form and from exponential form to radical form.
  • Solve equations that require taking nth roots for all possible solutions
  • Write inverse equations.
  • Use composition of functions to evaluate a given expression.

 

 

 

 

 

 

 

 

 

 

 

 

 

Algebra 2 ACP

Term 4 Learning Goals

 

DATA ANALYSIS AND STATISTICS

I can:

  • Calculate measures of center by hand (fewer than 20 pieces of data).
    • Mean, median, and mode
  • Graph one variable data sets by hand (fewer than 20 pieces of data).
    • Stem and Leaf Plots (create and interpret)
    • Histogram (create and interpret)
    • Box and Whisker Plot (create and interpret)
  • Use the appropriate graph when given a data set.
  • Look at where the measures of center lie on the above graphs.
  • Describe a graph in terms of center, shape, and spread.
  • Define standard deviation and range.
  • Discuss the relationship between outliers, standard deviation, and range to the measures of central tendency.
    • Students will not calculate standard deviation, just be able to compare a set with low standard deviation to one with high standard deviation.
  • Apply the 68 – 95 -99.7 rule when given a data set that is normally distributed.
  • Graph two variable linear data sets by hand (fewer than 20 data points.)
  • Estimate the line of best fit by hand on the graph.
  • Find the equation for an estimated line of best fit (not by linear regression).
  • Discuss what, if any, predictions can be made from the data set (i.e. Can you predict into the future?  If so, how far?  If not, why not?)
  • Determine whether the correlation is strong or weak, or positive or negative.
  • Determine whether or not two variables have a linear relationship from the scatter plot.

 

RIGHT TRIANGLE TRIGONOMETRY *Scientific calculator required for this section

I can:

  • Determine the trigonometric ratios (sine, cosine, and tangent) of an angle given the side lengths.
  • Determine the missing angles in a right triangle using the trigonometric ratios (inverse sine, cosine, and tangent).
  • Determine the missing side length in a right triangle using the trigonometric ratios (sine, cosine, and tangent).
  • Determine heights, distance, angles of elevation, and the like by drawing a right triangle and using the trigonometric ratios (sine, cosine, and tangent).
  • Recognize special right triangles.

 

 

EXPONENTIAL FUNCTIONS & LOGARITHMS

  • Determine if a function is exponential growth or exponential decay.
  • Graph exponential growth and decay equations.
  • Solve exponential equations by setting bases equal.
  • Re-write logarithmic expressions as exponential expressions.
  • Re-write exponential expressions as logarithmic expressions.
  • Use the properties of logarithms to expand and condense logarithmic expressions.
  • Solve simple logarithmic equations.

 

 

Course Summary:

Date Details