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( IBMYP Algebra II Trig ) 20162017 Classroom Expectations Teacher: Monica Lang Email: [email protected] Phone: 648-5600 Ext. 58530 http://pahsmath.weebly.com/ Please take this survey BEFORE September 8th www.mrslangsclassroom.jimdo.com http://tinyurl.com/mlang2016survey
Visit the Parent Portal on the Internet to view uptodate student grades and attendance (access at the PA website at [email protected] . Grades are posted by Wednesday evening of each week. Check the Parent Portal each week for grade updates. Major tests, essays, projects, and research papers may take longer than one week to grade.
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Students taking and Advanced Placement (AP) or International Baccalaureate (IB) course are expected to take the AP or IB exam.
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COURSE DESCRIPTION Throughout this course we will explore traditional mathematical topics and concepts as well as explore the question… How do patterns and functions help us describe data and physical phenomena and solve a variety of problems? Your experiences in this class will require you to use the concepts and skills we are currently studying combined with good problem solving techniques, cri띠畺cal thinking, and your previous knowledge of mathema띠畺cs. Our units of study for this year will be to explore in depth the 10 Func띠畺on Families: Absolute Value; Quadra띠畺cs; Polynomials; Ra띠畺onal; Exponen띠畺al; Logarithmic; Trigonometric; Linear; Radicals; and Greatest Integer. ASSESSMENT / GRADING POLICY (To include retake and redo policy) Total points, the VBCPS 100 point grading scale and the IBMYP Criterion (see rubrics pages 6‐9) will be used for grading. Each nine weeks we will have approximately 2‐3 unit tests (100 points each), one HW grade per unit (5‐10 points), one MDJ (12 points), 2 quizzes (10‐20 points) and one PBL (8‐16 points). Mastery levels in the suggested IXL skills are worth 3/3 points for 85%, 4/3 points for 90%, 5/3 points for 100%. All work must be done neatly in PENCIL with answers clearly stated. All work must be shown to receive credit even if it is mul띠畺ple choice. Students will have the opportunity to retake or redo some graded assessments . Students will be permitted to retake ONE unit test per semester. To be eligible to retake an assessment the student must show evidence that additional effort to achieve mastery of the content has been made. Any student wishing to redo an assignment must see me to discuss the procedures and requirements. INDEPENDENT PRACTICE (HOMEWORK) Working in a team is great, BUT everyone needs some Independent Prac띠畺ce 띠畺me! Homework is ESSENTIA L in this course. It is assigned each class period, and will be due the following class period. YOU MUST DO A MINIMUM OF 20 PROBLEMS EVERY NIGHT! You need to do your problems in pencil, then check and correct them in pen! Check www.mrslangsclassroom.jimdo.com for answer keys! If your assignment is in IXL or Khan Academy, please write out the problems on paper so we can reference your work and answer your ques띠畺ons as needed. YES! You will have ques띠畺ons! Each unit, you will be assigned to a new Think‐Tank‐Team of 3‐4 students. As soon as the bell rings you will have 10 minutes to share/discuss your HW ques띠畺ons with your HW team (round‐robin style). We will then come together as a class to answer any unresolved ques띠畺ons. ☺ A zero on HW = “Academic Development” ☺ (see rubrics page 5)
SOLs: The Commonwealth of Virginia has adopted Standards Of Learning for this course. Therefore, it is extremely important that students complete all assignments, test, and projects, as all of these methods will be used to impart knowledge and skills necessary to successfully complete the SOL test at the end of this course. ☺ MAKEUP WORK It is to your benefit to be in class each period. Use good judgment in scheduling guidance appointments, doctor appointments, and other ac띠畺vi띠畺es so that they do not interfere with your responsibility to a��end class. When you are not in class IT IS YOUR RESPONSIBILITY to obtain the notes and assignments missed. Follow the unit syllabus and look in student folder (in www.mrslangsclassroo.jimdo.com ) for any notes or hand outs! If you miss a test day, PLEASE schedule your makeup test with me ASAP! If you are absent on a Review day only, be ready to take the test on the day you return to class . MATERIALS / SUPPLIES ● A loose‐leaf notebook to be used ONLY FOR MATH. ● At least one clear pocket protector to keep in the front for your class exp., IB criterion and unit calendars. ● Index cards ‐ a larger size like (5 x 8) on a spiral or ring. ● 13 dividers ‐ one for each unit 1‐11, DRQs, MDJ entries ● You will need to bring the following with you every day : pencil, looseleaf paper and notebook, graph
paper, 2+ dry erase markers, scissors, glue sticks and a calculator ( any TI83 or TI84 model is acceptable. ) ● Each person in your class needs to also bring a box of (2B) 띠畺ssues/ (3B) pump bo��le of hand sani띠畺zer/ (4B) 4
extra dry erase markers for our classroom supply. These items will be available for everyone to share everyday! ☺
CLASSROOM PROCEDURES & STUDENT CONDUCT Collaborative work will be an integral part of your educa띠畺onal experience this year. You will be required to learn how to func띠畺on as a team academically and socially. You may be assigned special responsibili띠畺es to fulfill within your groups. A first mandate is to learn to be respectful to each other. You will get to work with a new team “Think Tank” each unit. APPOINTMENTS / EXTRA HELP I am available for extra help a�er school on Wednesday from 2:303:30 in room 900 . Occasionally you WILL come across a topic you may be a li��le rusty on, need some addi띠畺onal clarifica띠畺on, or just have some unanswered ques띠畺ons. PLEASE come in to see me with your ques띠畺ons! Addi띠畺onal SOL extra help is offered every Tuesday in room 305 and on Thursday in room 306 . Some resources for this class are www.mrslangclassroom.jimdo.com , www.khanacademy.org , www.mathisfun.com and www.regentsprep.org . You will be required to join our class using the appropriate class code on the following sites: When crea띠畺ng an account, please use your real name and your student ID number as your password for these sites. www.khanacamdey.org class code: G2KSUX (all classes) www.remind.com text @3bf894d to 81010 www.Googleclassroom.com class code: 6x6hbhj (all classes) www.connected.mcgraw‐hill.com (textbook) see www.pahsmath.weebly.com under Resources www.ixl.com Direc띠畺ons for using IXL… username: studen띠畺d@vbschools password: first two le��ers of your last name (lower case and your student ID Example: John Smith with student ID 123456 username: 123456@vbschools password sm123456 Op띠畺onal online places where we can all work together to support each other: Join our Facebook group (Mrs. Lang’s Algebra II trig class) Communicate with each other about math via twi��er @MrsLangpahs #mrslangsclassroom Please read and sign: I have read and understand the classroom expectations for this course. Parent _____________________________________________________ Student ___________________________________________________________
IBMYP ALGEBRA II/TRIG CLASS REFERENCE PACKET Mrs. Lang 2016-2017
MATHEMATICAL DISCOVERIES JOURNAL – MDJ (See rubric page 4): There will be one sec띠畺on of your notebook where you will keep an ongoing journal. The purpose of these assignments are to see where mathema띠畺cs is embedded in your daily lives. Your second focus is on “S haring Our Humanity” through the 6 Global Contexts (see rubric page 6). WHAT IS THIS YEAR’S THEME? In May, you will use your personal experiences from our class to write a paper on what you think was the theme of our class. ☺
Daily Review Question: When there is a DRQ at the beginning of class, it is always worth 5 points, and only correct answers will be recorded. This is an individual task designed to provide feedback for YOU and ME as to whether or not you really understand the concept or skill. You may use YOUR notes, HW, or textbook.
“The essence of mathematics is not to make simple things complicated, but to make complicated things simple.” S. Gudder
Our Classroom Rules! 1. F.A.I.L. everyday! It is your, First Attempt In Learning 2. Always dig deeper! 3. Never give up! Think like a 2 year old! 4. Ask lots of questions! ...to yourself!…to your team!…to
your class!…to your teacher! 5. Make a connection! 6. Be kind! 7. Just keep swimming!
………………RUBRICS……………… Mathematical Discoveries Journal Entry
The purpose of our MDJ is to see how we are surrounded by mathematics every day. ☺
“Mathematics compares the most diverse phenomena and discovers the secret analogies that unite them.” Joseph Fourier
MATH DISCOVERIES JOURNAL CHECKLIST: All entries will be listed on your unit calendar Grade/12
Name: Date:
Your MDJ is typed and uses only the front on one page . 1 Your name and the question (s) are stated at the top of the page. 1 All sources are cited at the bottom of the page. 2 Correct vocabulary is used. 2 Information is mathematically correct 2 You have included a mathematically appropriate illustration 1 You have answered the question (s) completely. 2 You made a connection to one of the global context or IB theme 1 late -2 Do NOT cut and paste from the internet. This is plagiarism !!! You are to research the topic and write a BRIEF summary of the information that SPECIFICALLY addresses the question.
Automatic Honor Code Violation
Your Homework Commitment COLLECTED HOMEWORK ASSIGNMENT RUBRIC: Due when the bell rings! 5/5 It is complete and in pencil (all problems are copied and attempted). 2
All work is shown and is neat, organized, with final answers circled. You have used graph paper when needed. 1
You have looked up the answers (textbook or www.mrslangsclassroom.jimdo.com ) and used COLORED pen (not blue or black) to check and correct every problem.
2
You have completed , checked and corrected 20+ problems +1 Write a “ K ” next to your score if you worked in Khan Academy, Include a “ V ” if you watched a video in KA, or IXL
THINK TANK TEAM HW CHECKLIST: Unit#: _____ Who is on your team?
symbol HW1
HW2
HW3
HW4
HW5
HW6
HW7
HW8
HW9
∑
π
∞
θ
HW could be randomly collected at any time during this unit. 10/10 HW grade
Think Tank Teams: How are you doing? TEAM: #_______ UNIT #________ date: ________ How are you doing? 0 - 1 - 2 - 3 - 4 – 5 Who has their HW completed today? Assign each person (0 - 5) Team ) ____ θ) ____
Members ) ____ ∞) ____ Who had a good question today? What was it?
Who helped the team today? How? What question(s) does your team still have?
☺ Turn this in after your teams’ HW discussion
Show Me Your Creativity
RUBRIC Show Me Your Creativity Descriptors:
Name: Unit/Concept: 1) Submit a copy of your product to me at [email protected] 2) Post your Product to #mrslangsclassroom 3) (circle one) SONG, POEM, VIDEO, CARTOON, OTHER
0 The product does not contain any of the required elements.
1 - 2 The product is unique. It illustrates with some accuracy some of the required vocabulary and skills for the task.
3 - 4 The product is unique. It illustrates with some accuracy most of the required vocabulary and skills for the task.
5 - 6 The product is unique , and concise . It is well written and illustrates with accuracy most of the required vocabulary and skills for the task.
7 - 8 The product is unique , and concise . It is well written and illustrates with accuracy all of the required vocabulary and skills for the task.
9 - 10 The product is entertaining , unique , and concise . It is well written and illustrates with accuracy all of the required vocabulary and skills for the task.
IBMYP CRITERION
IBMYP Global Context: Using the world as the broadcast context for learning, the MYP program strives to develop meaningful explorations of: (1) identities and relationships (2) orientation in space and time (3) personal and cultural expression (4) scientific and technical innovation (5) globalization and sustainability (6) fairness and development IBMYP ASSESSMENTS & PBL Tasks: Throughout this course you will be evaluated using a variety of assessments which require you to use the concepts and skills we are currently studying combined with good problem solving techniques, critical thinking, and your previous knowledge of mathematics. Grading will be determined using a combination of the VBCPS grading scale and the four IBMYP criterions: A, B, C, and D . When you are assigned a PBL (Problem Based Learning) task, it is essential that you READ the rubric(s) which you will be graded on PRIOR to doing the task!!!! Most unit assessments/tests will be graded using criterion A.
IBMYP Criterion A: Knowing and understanding
i. select the appropriate mathematics when solving problems in both familiar and unfamiliar situations ii. apply the selected mathematics successfully when solving problems iii. solve problems correctly in a variety of contexts Achievement level
Descriptor
0
The student does not reach a standard described by any of the descriptors given below
1 – 2
The student is able to: i. select appropriate mathematics when solving simple problems in familiar situations ii. apply the selected mathematics successfully when solving these problems iii. generally solve these problems correctly
3 – 4
The student is able to: i. select appropriate mathematics when solving more complex problems in familiar situations ii. apply the selected mathematics successfully when solving these problems iii. generally solve these problems correctly
5 – 6
The student is able to: i. select appropriate mathematics when solving challenging problems in familiar situations ii. apply the selected mathematics successfully when solving these problems iii. generally solve these problems correctly
7 – 8
The student is able to: i. select appropriate mathematics when solving more complex problems in both familiar and unfamiliar situations ii. apply the selected mathematics successfully when solving these problems iii. generally solve these problems correctly
IBMYP Criterion B: Investigating Patterns
i. select and apply mathematical problemsolving techniques to discover complex patterns ii. describ e patterns as general rules consistent with findings iii. prove , or verify and justify , general rules Achievement level
Descriptor
0
The student does not reach a standard described by any of the descriptors given below
1 – 2
The student is able to: i. apply , with teacher support, mathematical problemsolving techniques to discover simple patterns ii. state predictions consistent with patterns
3 – 4
The student is able to: i. apply mathematical problemsolving techniques to discover simple patterns ii. suggest general rules consistent with findings
5 – 6
The student is able to: i. selec t and apply mathematical problemsolving techniques to discover complex patterns ii. describe patterns as general rules consistent with findings iii. verify the validity of these general rules
7 – 8
The student is able to: i. selec t and apply mathematical problemsolving techniques to discover complex patterns ii. describe patterns as general rules consistent with findings iii. prove, or verify and justify, these general rules.
IBMYP Criterion C: Communicating
i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations ii. use appropriate forms of mathematical representation to present information iii. move between different forms of mathematical representation iiii. communicate complete, coherent and concise mathematical lines of reasoning iv. organize information using a logical structure Achievement level
Descriptor
0
The student does not reach a standard described by any of the descriptors given below
1 – 2
The student is able to: i. use limited mathematical language ii. use limited forms of mathematical representation to present information iii. communicate through lines of reasoning that are difficult to interpret
3 – 4
The student is able to: i. use some appropriate mathematical language ii. use appropriate forms of mathematical representation to present information adequately iiii. communicate through lines of reasoning that are complete iv. adequately organize information using a logical structure
5 – 6
The student is able to: i. usually use appropriate mathematical language ii. usually use appropriate forms of mathematical representation to consistently present information correctly iii. usually move effectively between different forms of mathematical representation iv communicate through lines of reasoning that are complete and coherent v. present work that is usually organized using a logical structure
7 – 8
The student is able to: i. consistently use appropriate mathematical language ii. use appropriate forms of mathematical representation to consistently present information correctly iii. move effectively between different forms of mathematical representation iv. communicate through lines of reasoning that are complete, coherent and concise v. present work that is consistently organized using a logical structure
IBMYP Criterion D: Applying mathematics in reallife contexts
i. identify relevant elements of authentic reallife situations ii. select appropriate mathematical strategies when solving authentic reallife situations iii. apply the selected mathematical strategies successfully to reach a solution iv. justify the degree of accuracy of a solution v. justify whether a solutions makes sense in the context of the authentic reallife situation. Achievement level
Descriptor
0
The student does not reach a standard described by any of the descriptors given below
1 – 2
The student is able to: i. identify some of the elements of the authentic reallife situation ii. apply mathematical strategies to find a solution to the authentic reallife situation, with limited success
3 – 4 The student is able to: i. identify the relevant elements of authentic reallife situation ii. select, with some success , adequate mathematical strategies to model the authentic reallife situation iii. apply the mathematical strategies to reach a solution to the reallife situation iv. discuss whether the solution makes sense in the context of the authentic reallife situation.
5 – 6
The student is able to: i. identify the relevant elements of authentic reallife situation ii. select adequate mathematical strategies to model the authentic reallife situation iii. apply the selected mathematical strategies to reach a valid solution to the reallife situation iv. explain the degree of accuracy of a solution v. explain whether the solution makes sense in the context of the authentic reallife situation.
7 – 8
The student is able to: i. identify the relevant elements of authentic reallife situation ii. select appropriate mathematical strategies to model the authentic reallife situation iii. apply the selected mathematical strategies to reach a correct solution to the reallife situation iv. justify the degree of accuracy of a solution v. justify whether the solution makes sense in the context of the authentic reallife situation.
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