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Pre-Calculus
Introduction:
Pre-Calculus is designed as a mathematics course to prepare the OEC students for advanced collegiate mathematics courses. To that end Pre-Calculus will not only cover a wide range of complex algebra, math analysis, trigonometry, and calculus concepts, but also work to instill the characteristics of a quality collegiate mathematics student. Students will be expected to be self-starters and take ownership of their own mathematics study schedule.
Objectives:
Student Expectations:
Ø Students will come to class prepared for the day’s lesson. This means that students will have their books, a pencil, and paper for note taking and problem solving as well as any specific items for a particular lesson. If special supplies are needed I will give ample time to obtain those items.
Ø Students will bring to every class any work that is due for that day. All homework is to be complete as soon as the bell rings unless previously discussed.
Ø Students will participate in all activities in class, including warm ups, worksheets, puzzles and/or games, and daily team activities designed to learn the material.
Ø Students will be organized, having a central location for all handouts, homework, and returned tests.
Ø Students will respect each other and the materials provided.
Teacher’s Note:
The Oakland Early College Mathematics curriculum is designed, created, and implemented with the assumption that ALL students enrolled will try their best to listen, engage, and complete any and all tasks throughout the course.
Tests:
Through the duration of the course we will cover multiple chapters in a variety of mathematics textbooks. Primarily, our content will be pulled from sections from a Pre-Calculus textbook students will be loaned early in the semester. There will be four to six tests each semester covering the wide ranging mathematics concepts on which we will work in class. These tests will comprise a portion of the overall grade for the course. The test dates will be posted early on in each new unit and are subject to be pushed back during the unit at the teacher discretion based on how events in class play out.
Grading Policy:
The final letter grade will be based on homework, individual tests, and the final exam. Details of the percent of the final grade are all outlined in the grading breakdown. Specifically though, much of my grading is based on multiples of threes. Rarely do I grade problems based solely on right or wrong. The three point and the six point model rubric are outlined below.
6- Student has demonstrated exceptional proficiency on this item.
5- Student has good understanding of the item but has made a minor error in computation or understanding.
4- Student has demonstrated a minimal understanding of the concept assessed.
3- Student does not demonstrate an understanding of the concept assessed though shows solid subject matter thought.
2- Student attempted the assessment item.
0- Student did not attempt the assessment item.
The three point model looks like this:
3- Student has demonstrated exceptional proficiency on this item.
2.5- Student has good understanding of the item but has made a minor error in computation or understanding.
2- Student has demonstrated a minimal understanding of the concept assessed.
1.5- Student does not demonstrate an understanding of the concept assessed though shows solid subject matter thought.
1- Student attempted the assessment item.
0- Student did not attempt the assessment item.
Miscellaneous Notes:
Ø Throughout the mathematics course we will be using the TI-nSpire graphing calculators. We will have a classroom set for student use in class, but the calculators will not be allowed to leave the classroom. It is in the best interest of the students to have access to a graphing utility of their own. There exist many free options that will suffice for our work. It is, however, strongly encouraged that students learn to work with a Texas Instruments graphing utility.
Ø As with many advanced mathematics textbooks, the additional resources for student understanding that are directly connected to the main text are scarce if existent at all. There exists a multitude of outside resources students may need to locate and access for further understanding of the concepts. Students are encouraged to locate and share with the teacher the results of their research to aid the class in their current and future mathematics pursuits.
Late Submission:
All assignments that are submitted after the assigned due date and time will be considered late and may be subject to a deduction in points. The amount of deduction will be dependent on the assignment and tardiness of the task. As a guideline, tasks that are submitted shortly after the due date may qualify for a reduction up to one quarter of the points possible. Tasks that are submitted after the completion of the unit for which they were assigned and prior to the completion of the following unit could be reduced up to one third. Any task submitted after the following unit may possibly earn half credit.
Pre-Calculus
Introduction:
Pre-Calculus is designed as a mathematics course to prepare the OEC students for advanced collegiate mathematics courses. To that end Pre-Calculus will not only cover a wide range of complex algebra, math analysis, trigonometry, and calculus concepts, but also work to instill the characteristics of a quality collegiate mathematics student. Students will be expected to be self-starters and take ownership of their own mathematics study schedule.
Objectives:
- Students will learn to self-schedule their studying.
- Students will demonstrate proficiency in algebraic, trigonometric, and calculus concepts through individual tests and examinations..
- Students will develop the study tools to succeed at advanced collegiate mathematics courses.
Student Expectations:
Ø Students will come to class prepared for the day’s lesson. This means that students will have their books, a pencil, and paper for note taking and problem solving as well as any specific items for a particular lesson. If special supplies are needed I will give ample time to obtain those items.
Ø Students will bring to every class any work that is due for that day. All homework is to be complete as soon as the bell rings unless previously discussed.
Ø Students will participate in all activities in class, including warm ups, worksheets, puzzles and/or games, and daily team activities designed to learn the material.
Ø Students will be organized, having a central location for all handouts, homework, and returned tests.
Ø Students will respect each other and the materials provided.
Teacher’s Note:
The Oakland Early College Mathematics curriculum is designed, created, and implemented with the assumption that ALL students enrolled will try their best to listen, engage, and complete any and all tasks throughout the course.
Tests:
Through the duration of the course we will cover multiple chapters in a variety of mathematics textbooks. Primarily, our content will be pulled from sections from a Pre-Calculus textbook students will be loaned early in the semester. There will be four to six tests each semester covering the wide ranging mathematics concepts on which we will work in class. These tests will comprise a portion of the overall grade for the course. The test dates will be posted early on in each new unit and are subject to be pushed back during the unit at the teacher discretion based on how events in class play out.
Grading Policy:
The final letter grade will be based on homework, individual tests, and the final exam. Details of the percent of the final grade are all outlined in the grading breakdown. Specifically though, much of my grading is based on multiples of threes. Rarely do I grade problems based solely on right or wrong. The three point and the six point model rubric are outlined below.
6- Student has demonstrated exceptional proficiency on this item.
5- Student has good understanding of the item but has made a minor error in computation or understanding.
4- Student has demonstrated a minimal understanding of the concept assessed.
3- Student does not demonstrate an understanding of the concept assessed though shows solid subject matter thought.
2- Student attempted the assessment item.
0- Student did not attempt the assessment item.
The three point model looks like this:
3- Student has demonstrated exceptional proficiency on this item.
2.5- Student has good understanding of the item but has made a minor error in computation or understanding.
2- Student has demonstrated a minimal understanding of the concept assessed.
1.5- Student does not demonstrate an understanding of the concept assessed though shows solid subject matter thought.
1- Student attempted the assessment item.
0- Student did not attempt the assessment item.
Miscellaneous Notes:
Ø Throughout the mathematics course we will be using the TI-nSpire graphing calculators. We will have a classroom set for student use in class, but the calculators will not be allowed to leave the classroom. It is in the best interest of the students to have access to a graphing utility of their own. There exist many free options that will suffice for our work. It is, however, strongly encouraged that students learn to work with a Texas Instruments graphing utility.
Ø As with many advanced mathematics textbooks, the additional resources for student understanding that are directly connected to the main text are scarce if existent at all. There exists a multitude of outside resources students may need to locate and access for further understanding of the concepts. Students are encouraged to locate and share with the teacher the results of their research to aid the class in their current and future mathematics pursuits.
Late Submission:
All assignments that are submitted after the assigned due date and time will be considered late and may be subject to a deduction in points. The amount of deduction will be dependent on the assignment and tardiness of the task. As a guideline, tasks that are submitted shortly after the due date may qualify for a reduction up to one quarter of the points possible. Tasks that are submitted after the completion of the unit for which they were assigned and prior to the completion of the following unit could be reduced up to one third. Any task submitted after the following unit may possibly earn half credit.