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Mr. Howard
Foothill High School
Math III
bhoward@pleasantonusd.net
Welcome to Mr. Howard's Algebra II class at Foothill High School! This will be a year full of mathematical exploration and discovery! Student will be refining their real world problem solving skills by using a problem-based currciuclm in class.
What is a problem-based curriculum?
In a problem-based curriculum, students spend most of their time in class working on carefully crafted and sequenced problems. Teachers help students understand the problems, ask questions to push their thinking, and orchestrate discussions to be sure that the mathematical takeaways are clear. Learners gain a rich and lasting understanding of mathematical concepts and procedures and experience applying this knowledge to new situations. Students frequently collaborate with their classmates—they talk about math, listen to each other’s ideas, justify their thinking, and critique the reasoning of others. They gain experience communicating their ideas both verbally and in writing, developing skills that will serve them well throughout their lives.
This kind of instruction may look different from what you experienced in your own math education. Current research says that students need to be able to think flexibly in order to use mathematical skills in their lives (and also on the types of tests they will encounter throughout their schooling). Flexible thinking relies on understanding concepts and making connections between them. Over time, students gain the skills and the confidence to independently solve problems that they've never seen before.
What supports are in the materials to help my student succeed?
Each lesson includes a lesson summary that describes the key mathematical work of the lesson and provides worked examples when relevant. Students can use this resource if they are absent from class, to check their understanding of the day’s topics, and as a reference when they are working on practice problems or studying for an assessment.
Each lesson is followed by a practice problem set. These problems help students synthesize their knowledge and build their skills. Some practice problems in each set relate to the content of the current lesson, while others revisit concepts from previous lessons and units. Distributed practice like this has been shown to be more effective at helping students retain information over time.
Each lesson includes a few learning targets, which summarize the goals of the lesson. Each unit’s complete set of learning targets is available on a single page, which can be used as a self-assessment tool as students progress through the course.
Family support materials are included in each unit. These materials give an overview of the unit's math content and provide a problem to work on with your student.
What can my student do to be successful in this course?
Learning how to learn in a problem-based classroom can be a challenge for students at first. Over time, students gain independence as learners when they share their rough drafts of ideas, compare their existing ideas to new things they are learning, and revise their thinking. Many students and families tell us that while this was challenging at first, becoming more active learners in math helped them build skills to take responsibility for their learning in other settings. Here are some ideas for encouraging your student:
If you’re not sure how to get started on a problem, that’s okay! What can you try? Could you make a guess? Describe an answer that’s definitely wrong? Draw a diagram or representation?
If you’re feeling stuck, write down what you notice and what you wonder, or a question you have, and then share that when it’s time to work with others or discuss.
Your job when working on problems in this class is to come up with rough-draft ideas and share them. You don’t have to be right or confident at first, but sharing your thinking will help everyone learn. If that feels hard or scary, it’s okay to say, “This is just a rough draft . . .” or “I’m not really sure but I think . . .”
Whether you’re feeling stuck or feeling confident with the material, listen to your classmates and ask them about their ideas. One way that learning happens is by comparing your ideas to other people’s ideas, just like you learn about history by reading about the same events from different perspectives.
At the end of class, or when you are studying, take time to write some notes for yourself. Ask yourself, “Do I understand the lesson summary? Do the learning targets describe me?” If not, write down a sentence like, “I understand up to . . . but I don’t understand why . . .” Share it with a classmate, teacher, or other resource who can help you better understand.
We are excited to be able to support your student in their journey toward knowing, using, and enjoying mathematics.
COURSE GOALS:
Most importantly, students will be able to think critically, problem solve, work in groups, teach and learn from peers, and make connections to the real world in mathematics. In addition, this course will be based on the following topics of mathematics:
Quadratic Functions, Equations, and Relations
Polynomial Functions, Expressions, Equations
Radical Functions, Expressions, and Equations
Exponential and Logarithmic Functions and Equations
Trigonometric Functions
Probability
Statistics
REQUIRED MATERIALS:
All students must have the following items every day in class:
Pencil
2 spiral notebooks
A whiteboard marker (I will provide markers for all students that do not have them. Donations of whiteboard markers are greatly appreciated)
A TI-83 plus graphing calculator or better (TI-83+, TI-84, TI-89, TI-Nspire). TI 84 is the best option. There are other brand calculators Casio, HP, maybe others. They can do everything, but I don't know how to help you with them. I know the TI83, TI84, and TI-Nspire. If you are unable to provide your own calculator, please see me. The two I recommend:
TEXTBOOK:
Kanold Algebra II my.hrw.com
Addtional RESOURCES:
Class Website: bit.ly/bhowmath
Illustrative Mathematics for Students (daily classwork and practice): https://im.kendallhunt.com/HS/students/3/index.html
Illustrative Mathematics for Families: https://im.kendallhunt.com/HS/families/3/index.html
Khan Academy Video Lectures: https://www.khanacademy.org
Great videos and practice problems
Online math review and practice
Online Graphing Calculator: https://www.desmos.com
Free online graphing calculator for iPhones or Computers
Evaluation & Assessments:
I will be assessing your progress in this class based on Algebra II Common Core standards we will cover during the course of the year. Assessment is a MAJOR part of your grade but they are mastery based and you will be rewarded for resiliency. You will be given summative assessments that you may retake during flex until you mastery (as time allows) and a final each semester (no retakes). It is important to participate, ask questions, complete practice, and study for assessments by practicing problems we’ve covered. Practice is essential to your success in this course!
Grades are computed based on classwork which is graded on perseverance, collaboration, and willingness to take risks using a rubric. Along with assessments including quizzes that you can retake to prove mastery and a traditional midterm and final to inform you on your progress.
Grading Policy:
Letter grades for progress reports, quarter grades and semester grades will be assigned by the following scale. Grades will not be rounded.
A 90-100%
B 80-89.9%
C 70-79.9%
D 60-69.9%
F 0-59.9%
Categories:
20% - Working Towards Mastery
(Classwork, Warmups, Group Work, Modeling Prompts)
60% - Assessments
20%- Final
Extra Credit:
No extra credit will be available but retakes are available for some assessments.
Absence Policy:
If you are absent you will be excused from the classwork points from that day and notes will be provided on our website: bit.ly/bhowmath
If you are absent for a Quiz or test it is your responisibility to schedule a time to make it up during Access/Flex class or at the end of our class if time allows.
Exam Policy:
Work must be shown to justify answers. If no work is turned in the student will lose 50% of the points. There will be no retakes allowed for finals. All work and steps must be shown to earn partial credit.
Tests will not be curved.
CLASS RULES:
Be prompt, prepared, proper, and pleasant. Treat others with courtesy and respect.
Respect others right to learn and be prepared to help, and learn, from one another.
You will be in your seat, ready to begin class, at the start of class and have all appropriate materials out. Consequences for tardies are as follows:
1st offence: Warning
2nd offence: Detention & Contact Guardian
3rd: offence: Referral for FACTS Class
Repeat
When you come into class, you will be ready to work and will leave all conversations at the door.
No food, drinks, or gum in the classroom; bottled water is okay.
Cell phones, iPods, etc. must be stored (out of sight) and silenced. If I see it or hear it, I will take it!
All students must be familiar with and follow all school rules.
Take notes and do your best.
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