__Math 2 – Course
Objectives__

There are four main
objectives to this course:

1. Develop problem solving skills and strategies: this
course will aim to get students developing key habits of mind that are involved
in basic problem solving skills and include:

o Developing persistence

o Developing an ability to listen with empathy and
understanding

o Developing an ability to think flexibly

o Developing a strive for accuracy

o Developing an ability to question and pose problems

o Developing an ability to apply past knowledge to
new situations

o Developing an ability to think and communicate with
clarity and precision

o Developing an ability to create, imagine, and be
innovative

o Developing an ability to take responsible risks

o Developing an ability to think interdependently

o Developing an ability to remain open to continuous
learning

2. Develop fundamental algebra skills:

o All students should become proficient with
fundamental algebra skills including factoring, expanding, solving equations
and inequalities, working with exponents and logarithms, numeracy skills and
pattern recognition, graphing functions, etc. The student should be able to
perform all fundamental algebra skills with and without technology,

3. Develop fundamental technology skills with graphing
calculators and other technologies (like GeoSketchPad, spreadsheets like EXCEL,
PowerPoint Presentation, Equation Editor in WORD, etc..)

4. Develop an understanding of the real world
applications of mathematics

__Functions & Trigonometry – Course Outline__

This course will comprise
of 8 units which are as follows:

- Modeling with Linear Functions
- Modeling with Quadratic Functions
- Modeling with Polynomial Functions
- Modeling with Exponential Functions
- Modeling with Series and Sequences
- Modeling with Triangle Trigonometry
- Modeling with Trigonometric Functions
- Modeling with Statistics and Probability

Each unit will last 3-5
weeks and each unit will have a unit test at the end of the unit.

__Functions & Trigonometry – Student Assessment__

There are 7 expectations
that describe the mathematical processes that students need to learn and apply
as they work to achieve the expectations of this course. These include
expectations include:

- Problem Solving
- Reasoning and Proving
- Reflecting
- Selection of Tools and Strategies
- Connecting
- Representing
- Communicating

Student work will be
selected to help students develop proficiency with these expectations and thus,
one component of assessing student work will be the demonstration of the
pertinent expectation(s)

The student mark will be
determined according to the following breakdown:

Unit Portfolio Work |
50% |

Unit Tests |
30% |

Semester Exam |
20% |

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__Instructional
Strategy: Layered Curriculum__

- We will work with three layers or
levels as we design work, lessons, and assessments for this unit. The
three layers are appropriately called:

- C layer which addresses the
ideas of basic subject/skill knowledge and skill/concept mastery
- B layer in which we address
application of skills and concepts and some manipulation of
skills/concepts presented in the C layer. Features some problem solving
and higher level thinking skills
- A layer which addresses critical
thinking and analysis and combining/synthesis of skills from other areas
of math (ie. Geometry)

- Student assessment categories and
weighting will change for Semester II

- Tests will still count 30% of the
semester mark (tests will also feature layering).
- The semester exam will still count
20% of the semester mark (semester exam will also feature layering)
- The student portfolio will now
count 50% of the semester mark (which will also feature layering)

- The student portfolio will be
complete and submitted at latest on the due date assigned. Portfolios will
comprise of 4 items:

- Class notes
- Lesson Quizzes
- Lesson work
- Research or investigations or
concept extensions

- Marks associated with the layers:

- Work done at the C level will
score you a maximum of 75% on your portfolio/tests/exam. C level
assignments are so-called because if thats all you do, generally the
highest mark you can expect for that portfolio is a C. They are
nuts-and-bolts sort of assignments with an emphasis on a basic
skill/concept mastery - which is consistent with the implications of a C
grade anyway!

- Work done at the B level will
score you a maximum of 85% on your portfolio/tests/exam. B level
assignments are so-called because if you complete them (along with enough
C level assignments), the highest mark you can expect for that
portfolio is a B. They are application and/or extension types of
assignments. Recall that B layer implies an ability to go beyond the
basics and actually do something with the basics - which is consistent
with the implications of a B grade anyway!

- Work done at the A level will
score you a maximum of 95% on your portfolio/tests/exam. A level
assignments are so-called because you need to complete one of them (along
with enough C and B level assignments), to expect a mark of at least
an A (and maybe an A+) for that portfolio. These assignments are
generally challenging and open-ended - theres more than one right
answer, or perhaps none at all! Recall that A layer implies an
outstanding ability to synthesis skills/concepts and evaluate issues
critically - which is consistent with the implications of an A grade
anyway!

- Implications for you as a student
in Functions & Trig in semester I BIG PICTURE is you work toward a
level of skill mastery and concept understanding (or a mark if you prefer
to be motivated by such) that is consistent with your skills, interest,
ability, motivation, educational goals beyond high school math, etc, etc
. Look at this
restructuring as a student-teacher contract . I will guarantee you a
mark of XX and this is how you go about getting it or look at it from a student
ownership perspective If
this is the mark I want, then this is what I must do to earn it

- Different brains learn differently
- In this and other courses you will find out about learning styles. Your
brain is unique; no one way of teaching is good for everybody. I will try
and make sure that all learning styles are targeted. If I am not meeting
your needs—tell me! So you will find that the tasks in the
portfolio cater to a wide variety of learning styles.

- Work in groups!!! You will find it
beneficial to exchange ideas and strategies with others. Word of caution
do not make group work simply a strategy for creatively consulting
comrades i.e. cheating,
copying, or communing! See point #8.

- Teaching is one of the best ways to
learn - This sounds like a contradiction. But think about it. How did I
get so good? Partially, by explaining it over and over again to other
people. This will work for you, too. If you can teach someone else, you
know you understand it yourself.

- Student choice (within reason) is
good - I am willing to give you all the power and options you can handle
in order to help you learn. All portfolio marking schemes will be handed
out ahead of time so you know what youre shooting for. You will have a
lot of choice in how you spend your time in class and how you are
evaluated; how you decide to spend your time and what your goals are up to
you.

- Most classes will begin with a
homework quiz. I will then give a short lecture. All of these are
optional. If you choose not to participate in these activities, I expect
you to go to work on other assignments. All period, I will be circulating
around the room, available for extra-help, and evaluating assignments as
they are turned in. We will keep track of the assignment points you have
collected on your Chapter Sheet, so you will know at all times what your
Term Mark is.

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