Course Syllabus

Honors Math 3

Mrs. Cochran--Rm 209

 

Email: debora.cochran@ucps.k12.nc.us

Phone: 704-296-3088 x 7184(voicemail only)      Cell:  704-622-9667 

Tutoring:  Tues-- 8:10 - 8:40

                                              Thurs-- 3:30 - 4:15

      

SYLLABUS

2016- 2017

Honors Math 3 Syllabus

Mrs. Cochran

Contact info:  debora.cochran@ucps.k12.nc.us

             (school) 704-296-3088 x 7184(voicemail only)

(cell)704-622-9667

 What is Math 3:  Math III progresses from the standards learned in Math I and Math II. In addition to these standards, Math III extends to include algebraic concepts such as: the complex number system, inverse functions, trigonometric functions and the unit circle. Math III also includes the geometric concepts of lines, angles, triangles, parallelograms, and circles. In statistics Math III extends works with normal distribution and examines reliable models for sampling populations.  An overall focus of the class is problem solving strategies, proof, justification, and verification.  Students should be able to defend their processes and conclusions

Specific Goals and Objectives:

From DPI—the specific standards NC Math 3 Standards

Honors Differentiation Statement:

 Math III HN is an honors level course.  This course is also available in the Program of Studies at the College Preparatory level.  Students earning credit for an Honors level course receive an elevated number of Quality Points for their Grade Point Average.  Students choosing the Honors level course should be aware that this Honors level course will include:

• Required extension opportunities that are directly related to the Standard Course of Study. This includes additional content beyond that covered in the College Preparatory level.
• More challenging coursework and assessments. Students will be expected to demonstrate higher levels of understanding for grades.
• Students will have to focus and study regularly to master the content.
• The expectation that students can move through the coursework at an accelerated pace and students experiencing difficulty should quickly seek guidance from their teacher on how they can be more successful.

Grading :    Assessments(formal and informal)—80%  Assignments( in class and homework)—20%

 Progress reports and/or report cards are issued every 3 weeks. 

 

Hints for reading grades: 

• Because of the weighting of grades, if only homework grades or only assessment grades are entered the system defaults to giving 100% for the other type of grade (this can be deceiving). Until there are a couple of grades for each weighted type, you may not have an accurate picture of the student grade.
• When grades are entered for an assignment or assessment, a 1 indicates the student was absent and has not made up the work. The grade will be replaced when the student completes the assessment and it is graded. Some grades with zeroes can be made up.  Student should check with me.
• IXL’s may be used for homework grades---students are given the target score and after the first grade is entered, they may be given the opportunity to go back and get a higher score. IXL’s may require a written turn-in—students will write the problems and show the work where possible. 
• Extra credit given on a test or assignment can only be received if the student is present on the test-day or the assignment is turned in on time.  
• Students are expected to write out problems (in some cases, abbreviating the problem is ok) and show the work. Since students may be given access to solutions ahead of time, it is NEVER okay to submit only answers for a grade. 
• The weighting system is very generous.  It rewards the student who works hard and the student who tests well.  Feel free to contact me for a better understanding of the system. 

Tutoring:      

• Tuesday 8:15 – 8:45 am and Thursday 3:30 – 4:15 pm.
• Students are encouraged to form a study group which can work independently and meet in my room on almost any morning.
• Students may contact me via cell with questions or pictures of problems.  I will answer if I am available. 

                   

Supplies:   Binder or spiral notebook —to be organized by you.  Please date everything and write the topic name

                   Notebook paper-

                   Graph paper

                   Lots of pencils---some notes may be taken in pen, but ALL work is done in pencil!!

                   A few dry erase markers(put your name on them)--we will be on the whiteboards frequently.

                   TI-84 Calculator (or TI 82, TI83—NOT TI 89)—this will be used throughout

                            high school and in college.  You MUST have access to a graphing calculator in and outside of

                            class. –Please refer to Calculator Need Parent Letter. Students will also be shown Desmos.

 Resources:  We will not have a specific textbook assigned. Canvas, our online learning platform, is separated into sections.  Agenda/HW--will be updated almost every day and will include what we learned that day and any assignments missed.  Notebook will be arranged by date, topic and will include notes given in class as well as those to refer to after class.  Practices--will include both those assigned in class(if they are printable/viewable) and any extras for practice.  Task/Investigations, Other and Review are TBD during the course. At times, the students will be expected to print out the assignments.  If they are not printed, the student will be expected to write out the problems and neatly show work. The student is expected to check Canvas daily.

 Organization:   You must keep notes, homework, and all assignments. You MUST be able to show YOUR notes (not mine) when asking for help in class, tutoring or at Cougar Time.

 Videos:  Sometimes homework will include videos or online quizzes which are NOT optional.  If you are experiencing issues with online work, please see me as soon as possible. 

Assessments:   Study for your math tests by practicing problems.  Make sure you know the “language” and vocabulary involved with the problems.  Be able to explain everything you do. It should take you 30 min to an hour on average to study for a test at this level.    

 Make-up work:  Assignments will normally be posted to Canvas, but you are also responsible for writing them down in class.  Student is responsible to make-up an assignment or test within 2 days.  Any student who is absent on two test days in a row or who is absent 3 days in close proximity to one another may be asked to meet with me and a counselor to set up a contract for making up the work and getting help.

 Rules:  We will be setting up a classroom set of norms on the first day.

 My Classroom Expectations:

• Everyone works and participates--sometimes that includes presentations to the group
• Water allowed and food at teacher discretion
• Clean up your area—do not take home classroom supplies
• If you are feeling ill, let me know ahead of time
• Communicate when you are confused, struggling, have other issues affecting your performance
• You will be asked to collaborate in groups.

 My Pet Peeves: Lying when caught doing something wrong—admit it, apologize, and let’s move on. Talking negatively in class about yourself, other people, or the class.  Not trying—giving up, especially when I haven’t given up on you. 

 

Consequences:

1. Warning—might speak to you outside
2. Student “Problem-Solving” form filled out and returned next day, private conference
3. Student “Problem-Solving” form filled out, phone call home
4. Student “Problem-Solving” form filled out, phone call, parent conference
5. Referral

 If the behavior is extremely disruptive, I reserve the right to skip the second step and move immediately to the third step.  If you are keeping someone else from learning, you may be asked to move and/or leave the room.

 My Commitment to you:

• Fresh start each day
• Fairness---if it is my problem, I will take responsibility
• I will do everything I can to help you understand the material and prepare you for your next math class---not to just teach for the test.

 

Honors Implementation Form

Honors Implementation

Honors Mathematics courses are intended to be more challenging than

standard courses and provide multiple opportunities for students to take

greater responsibility for their learning. Honors Mathematics courses

should be distinguished by a difference in the quality of the work

expected rather than merely by the quantity of the work required.

 

Honors Mathematics courses are designed for students who have

demonstrated an advanced level of interest and achievement in

mathematics. The rationale for honors courses is not to provide a means

to attract students to enroll in classes for additional credit, but rather to

offer challenging, higher level courses for students who aspire to an

advanced level of learning. Furthermore, students and parents should be

informed that Honors Mathematics courses are more demanding and

have requirements beyond those of standard Mathematics courses.

 

 

We/I understand the expectations of the Honor’s course

Student Signature ___________________________________________

Parent Signature   ___________________________________________