Course Syllabus

     Honors Math 3    Mrs. Cochran Rm 209
                 Contact Information
                         Email: debora.cochran@ucps.k12.nc.us

                         Phone:  
                              School--704-296-3088  Ext:7184 (Voicemail only)
                              Cell--     704-622-9667

                     Tutoring:
                             Tuesday--8:10 - 8:40    
                             Thursday--3:30 - 4:15(Bus duty weeks shifts to 3:45/4:30)
                      
                      Syllabus 2018-2019

 What is Math 3:  Math III progresses from the standards learned in Math I and Math II. In addition to continued mastery of these standards, Math III includes:

• Functions: Piecewise, Absolute Value, Inverse, Exponential and Logarithm, Rational, Polynomial(mostly cubic), and Trigonometry Intro. The focus is on recognizing, compare and contrast, and problem-solving with functions from graphs, tables, equations, words, and real-life examples--including creating problems.
• Geometry: Circles--equations, radians, special segments, Triangles--Centers, and Parallelograms--especially proving properties.  Focus is on modeling--using real-life examples and surface area and volume to solve problems.
• Statistics: Sample Data to Represent a Population which includes random sampling, simulations, sample statistics, intro to inference.  Focus is on decision-making based on data analysis.
  Link to DPI Overview of Math I - III

Specific Goals and Objectives:

For Parents:  Link to all Math 3 Standards and Objectives
For Students: Each day we have purpose and content goals posted

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.
  **Link to required Honors Implementation Statement--please sign and return

Grading :    
Weighted grades are used.  All entered grades are out of 100%.

     Assessments: 80%
     Assignments:  20%

In either category:

     Any late work that cannot be made up at all is recorded as a 0
     If a student has the opportunity to make up work, the grade is recorded as a 1 

How weighted system works:

Example 1: Student assessment(test, quiz, project) avg is 100% (1 x 80 = 80)
                    Student assignment(classwork, HW, notes, other) is 50%(.5 x 20 = 10)
                          Grade: 80 + 10 = 90%

Example 2: Student assessment avg is 50% (.5 x 80 = 40)
                    Student assignment avg is 100% (1 x 20 = 20) 
                          Grade: 40 + 20 = 60%

This weighted system allows for students whose strength is assessment and weakness is follow-through on work to receive reasonable scores and students whose strength is daily work and weakness is assessments to improve their assessment score.

Other Grading Concerns:

• Some assessments are counted as half or quarter of a regular assessment(test)—in power school they look like 50 or 25 next to the assignment.
• Extra credit questions on a test are only available the day the class takes the test(not when students are absent)
• IXL--
     (1) May be used as homework grades.  Students given target score.  Receiving that score gets the student 100%.  If the student hits below that score, their grade is scaled(just at the top). Most of the time a score around 80 - 85% is where their actual score becomes their grade. Scale is usually in my notes on Canvas. 
     (2) Written work may be required.  Extra work may be required if scores, work, and/or time spent on the assignment don't match.
     (3)Do not spend longer than 20 minutes going over and over the same problem and not getting it right.  Text, email, and/or stop by the room so we can get you unstuck.  
• Other assignments:  

   (1)Just answers will NEVER be accepted--written problems and showing work are necessary--assignment will be  either a 1 or 0 grade.    
   (2)Assignments should be done in pencil.
   (3)Use the heading provided in the assignment--along with the date and name.

• Late and absent work:  will often take longer to get the grades input

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 and are encouraged to contact me via cell--text with questions or pictures of problems.  I will answer if I am available. 
  

Supplies:   
(1)Binder or spiral notebook —to be organized by you.  Please date everything and write the topic name--MUST have notes available for help
(2)Loose-leaf notebook paper and graph paper
(3)Lots of pencils
(4)A few dry erase markers--we use all types of whiteboards frequently
(5)Calculator--while we may use Desmos at times in class, students are required to have a calculator(TI 82, 83, 84 family).  The school media center will begin checking out calculators on August 29 (until they run out) for any student unable to secure his/her own. Click here for the form.

 Resources:  
Textbook: Core Plus Mathematics Course 1, 2, 3--not digital or distributed, but available.  When used, is in excerpted form.
Canvas:  Students are expected to access Canvas daily.

• Agenda:  The current day is on top.  Includes what we did that day, what is expected for the future and the assignment.
• Notebook:  By Unit--Notes, resources, videos--some were made by me and some are from other sources.
• Practices: By Unit--Practices--some assigned, some not assigned.  Some answer keys are here.
• Goals and Resources: By Unit--objectives, outcomes, goals, what you need to know
• Review: Exam reviews

** EmpowerED Parent Portal (click on link)

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. You may be given a grade for notes.

 Videos:   See Canvas notes

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.   If you do NOT practice a "Practice Test" without your notes and/or help--until you do NOT need help, you will not know if you are able to problem-solve on your test.

 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.

SCHOOL-WIDE RULES--changes

• Tardies:   

Tardies will be recorded as unexcused unless an excuse can be verified by staff. Tardies will result in the following penalties:

 

All students must report to the office when tardy to first period and to class the rest of the day.  Teachers will mark students tardy who are late to 2nd period, 3rd period, and 4th period.  If a student is tardy twice in third period on Cougar Time days (Once before class and once after lunch), then the teacher will  mark them tardy one time in Power School and write it up as a minor incident in Educator Handbook for the second tardy of the period.   

 

1st/2nd Tardy:  Warning from an administrator in the front office (1st period) and the teacher in the classroom (all periods)

3rd Tardy:  Warning from an administrator in the front office (1st period) and the teacher in the classroom (all periods).  The teacher will contact the parent on the third tardy by phone.  

4th/5th Tardy:  Warning from an administrator in the front office (1st period) and the teacher in the classroom (all periods). The teacher will submit a discipline referral to the administration and 1 day ASD with administration.  The administration will contact the parent.  

6th/7th Tardy:  Warning from an administrator in the front office (1st period) and the teacher in the classroom (all periods).  The teacher will submit a discipline referral to the administration and 2 days ASD with administration.  The administration will contact the parent.  

8th Tardy: Warning from an administrator in the front office (1st period) and the teacher in the classroom (all periods).  The teacher will submit a discipline referral to the administration and 3 days ASD.  The administration will set up a parent conference, create a written plan, and possible additional consequences. 

• Food--  There is absolutely no food allowed in the classrooms.  Students may not bring in food. 
• First and Last 15 min-- except in an emergency, no student will be in the hallway.
• Headphones/music-- students may not wear their earbuds/headphones/listen to music during class unless there is instructional content
• Phones--students will NOT have access to their phones during class EXCEPT for instructional purpose

 Rules:  

• We will build a set of norms during the first week of class.
• All students will be asked to put their cell phone in a box--with the sound/vibrate off.  A student found with a phone not put away in the slot will have it taken and will not be able to retrieve it until the end of the day.  
  
   My Classroom Expectations:
• Everyone works and participates--sometimes that includes presentations to the group. 
• 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--BEFORE you get totally stressed out and shut down. The goal is to feel safe about making mistakes while we are learning.
• You will be asked to collaborate in groups and make presentations periodically.
• Groups have specific guidelines, including work within the group before asking for help and avoid crosstalk.

 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:

A Problem Solving Record is used only after we have talked about the problem.

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.