Honors Advanced Mathematics Syllabus Math 1141 College Algebra Southern State Community College CHS Mathematics Department

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1 Honors Advanced Mathematics Syllabus Math 1141 College Algebra Southern State Community College CHS Mathematics Department Contact Information: Parents may contact me by phone, email or visiting

1 1 Honors Advanced Mathematics Syllabus Math 1141 College Algebra Southern State Community College CHS Mathematics Department Contact Information: Parents may contact me by phone, or visiting the school. Teacher: Mr. Michael Richardson Address: or Phone Number: (740) ext Online: Teacher Contact Websites/Social Media: FaceBook CHS Vision Statement: Our vision is to be a caring learning center respected for its comprehensive excellence. CHS Mission Statement: Our mission is to prepare our students to serve their communities and to commit to life-long learning Course Description and Prerequisite(s) from Course Handbook: Honors Advanced Mathematics (Dual Credit Option with College Algebra (288): Math 1141) State Course # Prerequisite: Students must have attained a B+ or better in Algebra II and Geometry/ B in Honors Algebra II and Honors Geometry and teacher approval. For college credit, appropriate score on college placement test or minimum ACT math score of 22 Elective Grade: Weighted Grade Credit: 1 This honors course is designed for the advanced math student. The major topics include: functions and their graphs, solving equations and inequalities, polynomial functions, rational and radical equations, logarithms and exponential functions including modeling, graphing, complex numbers, matrices, vectors and series. Analyzing, interpreting and using technology to solve problems will be emphasized. This course emphasizes the use of algebra and functions in problem solving and modeling. Appropriate use of technology and applying mathematics to real-world situations is emphasized. Topics include linear, quadratic, polynomial, rational, radical, exponential, logarithmic and piecewise equations and functions. Students whose post-secondary programs recommend a college algebra course or who need to prepare for calculus should take this course. Students that take this

2 2 course for dual credit through College Credit Plus will receive 3 credit hours through Southern State Community College. Learning Targets per Unit: Defined below for clarity are the Unit Titles, Big Ideas of every Unit taught during this course, and the Essential Questions to be answered to better understand the Big Ideas. A student s ability to grasp and answer the Essential Questions will define whether or not he or she adequately learns and can apply the skills found in Big Ideas. This will ultimately define whether or not a student scores well on assessments given for this course. The Common Core Standards can be found at (Teacher Note: The Ainsworth Model suggests 1-3 Big Ideas for each Unit and 1-3 essential questions per Big Idea. Each Unit will vary.) 1 st or 3 rd Quarter o Unit I Title: Review Big Idea #1: Real Numbers & Algebra Essentials Essential Question #1: What is set-builder notation and how is it related to interval notation? Essential Question #2: How is the domain of a variable determined? Essential Question #3: What are the Laws of Exponents? Big Idea #2: Geometry Essentials & Polynomials Essential Question #1: How is the Pythagorean Theorem and its converse applied? Essential Question #2: How are polynomials recognized and how are polynomials added, subtracted, and multiplied? Essential Question #3: Why is it useful to know how to divide polynomials using long division? Big Idea #3: Factoring Polynomials & Synthetic Division Essential Question #1: How are polynomials factored and why is it useful to factor polynomials? Essential Question #2: How are polynomials determined to be prime? Essential Question #3: When is synthetic division useful as opposed to long division? o Unit II Title: Expressions & Equations Big Idea #1: Rational Expressions, nth Roots, & Rational Exponents Essential Question #1: How are rational expressions reduced to lowest terms, and how are operations performed with rational expressions? Essential Question #2: How are nth roots defined and how are radicals simplified?

3 3 Essential Question #3: How are expressions with rational exponents simplified? Big Idea #2: Equations: Linear & Quadratic Essential Question #1: How are linear equations solved and how are linear equations used in solving applied problems? Essential Question #2: How are the various methods to solve quadratic equations used? Essential Question #3: How are quadratic equations used in solving applied problems? Big Idea #3: Complex Numbers & Radical Equations Essential Question #1: How are complex numbers useful in solving quadratic equations with no real solutions? Essential Question #2: How are radical equations solved? Essential Question #3: How are equations of other forms (i.e., higher degree quadratic form or higher degree factorable form) solved? o Unit III Title: Inequalities & Graphs Big Idea #1: Solving Inequalities & Applications Essential Question #1: How are inequalities and combined inequalities solved and how are their solutions represented? Essential Question #2: How are interest problems solved? Essential Question #3: How are mixture problems solved? Big Idea #2: Graphs & Symmetry Essential Question #1: How is knowing and applying the midpoint and distance formulas useful? Essential Question #2: What are the tests for symmetry with respect to the x-axis, y-axis, and the origin? Essential Question #3: What are key equations and how are they graphed? Big Idea #3: Lines & Linear Systems Essential Question #1: What are the relationships of linear equations and graphs of lines? Essential Question #2: What is a system of linear equations and how are they solved using substitution? Essential Question #3: How is a system of linear equations solved by elimination? 2 nd or 4 th Quarter o Unit IV Title: Functions and Their Graphs Big Idea #1: Relations & Functions Defined Essential Question #1: What is a relation and how is it determined whether it is a function? Essential Question #2: How are graphs of functions identified?

4 4 Essential Question #3: How is information obtained from or about the graph of a function? Big Idea #2: Properties of Functions & A Library of Functions Essential Question #1: How are even and odd functions determined from their graphs and equations? Essential Question #2: How is the average rate of change of a function determined? Essential Question #3: What are some specific parent functions and how are they graphed? Essential Question #4: How are piecewise-defined functions graphed? Big Idea #3: Transformations & Modeling Essential Question #1: How are vertical and horizontal shifts, compressions and stretches, and reflections of functions recognized and graphed? Essential Question #2: How are functions built when modeling real-world problems? Essential Question #3: How are functions analyzed when modeling real-world problems? o Unit V Title: Functions: Linear, Quadratic, Polynomial, and Rational Big Idea #1: Linear Functions Essential Question #1: What are the properties of linear functions? Essential Question #2: How is the average rate of change used to identify linear functions? Essential Question #3: How are linear functions from data built? Big Idea #2: Quadratic Functions Essential Question #1: How are quadratic functions graphed using transformations? Essential Question #2: How are the vertex, axis of symmetry, and intercepts identified from a quadratic function or its graph? Essential Question #3: How are applied problems involving quadratic functions solved? Big Idea #3: Polynomial & Rational Functions Essential Question #1: How are polynomial functions and their graphs analyzed and how are the real zeros identified? Essential Question #2: How are polynomial and rational inequalities solved? Essential Question #3: What are the Remainder, Factor, and Rational Zeros Theorems and how are they used to find all of the zeros of a polynomial function? o Unit VI Title: Exponential & Logarithmic Functions

5 5 Big Idea #1: Composite & Inverse Functions Essential Question #1: How are composite functions formed and how is the domain determined? Essential Question #2: How is a function determined to be one-to-one? Essential Question #3: How is the inverse of a function defined by an equation found? Big Idea #2: Functions: Exponential & Logarithmic Essential Question #1: How are exponential functions evaluated and graphed? Essential Question #2: How are logarithmic functions evaluated and graphed? Essential Question #3: How are exponential and logarithmic equations solved? Big Idea #3: Properties of Logarithms and Exponential Growth & Decay Essential Question #1: How are logarithmic expressions written as sums or differences of logarithms or written as a single logarithm? Essential Question #2: How are logarithmic and exponential equations solved using a graphing utility? Essential Question #3: How are equations of populations that obey the law of uninhibited growth and the law of decay found? END OF COURSE EXAM Course Material: Google Chromebook Textbook: Algebra & Trigonometry, 10 th Edition, Sullivan. Pearson, ISBN Supplemental Textbook(s): Electronic Resources: TI-84 Plus C Silver Edition Google ChromeBook Grading: Unit Exams 50% Assessments (Including: Quizzes, Essays, Labs, and Projects) 30% Class work/homework 20% End of Course Exam is 20% of a student s final grade. Grading Scale: The grading scale for Chillicothe High School can be found in the student handbook or online at

6 6 Course Expectations: Class Rules 1) Be punctual 2) Be prepared for class 3) Be respectful towards teachers/staff, class members, school property, etc. 4) Be honest 5) Be observant of all class, school, and district rules and policies 6) Be positive Procedures 1) Students will write and perform Bell Ringer, write the essential question(s), and get materials ready the first three minutes of class 2) Students will request permission from the teacher, get their agenda signed, and sign out on the back of the door to leave the classroom for any reason 3) Students will turn in work at the appropriate time and place 4) Students will clean up after themselves as well as their group members 5) Students will remain seated in their assigned seat unless otherwise given permission 6) Students are responsible for getting their make-up work after an absence 7) Students are responsible for scheduling make-up tests and quizzes Course Material 3-ring binder with dividers loose leaf college ruled paper pencils colored pencils graph paper graphing calculator is required (TI-84 Plus C Silver Edition is recommended) Late Work: Late work will be subject to the board adopted policy on assignments that are turned in late (to be reviewed in class). Information can be viewed on-line at CHS TENTATIVE Honors Advanced Math and College Algebra Course Schedule This is an overview of what will be covered in this course at CHS for this school year. Although, I would like to follow this plan verbatim this years tentative schedule is subject to change (at the teachers discretion). 1st or 3rd 9 Weeks: Week 1: Beginning of the Year Pre-Assessment Exam Unit I Title: Review Week 1: R.1 Real Numbers, R.2 Algebra Essentials Formative Assessment Week 2: R.3 Geometry Essentials, R.4 Polynomials Formative Assessment

7 7 Week 3: R.5 Factoring Polynomials, R.6 Synthetic Division Unit I Summative Assessment Unit II Title: Expressions & Equations Week 3: R.7 Rational Expressions, R.8 nth Roots; Rational Exponents Formative Assessment Week 4: 1.1 Linear Equations [TMM001 obj. 2.3], 1.2 Quadratic Equations [TMM001 obj. 2.3] Formative Assessment Weeks 5-6: 1.3 Quadratic Equations in the Complex Number System [TMM001 obj. 2.3], 1.4 Radical Equations; Equations in Quadratic Form; Factorable Equations [TMM001 obj. 2.3] Unit II Summative Assessment Unit III Title: Inequalities & Graphs Week 7: 1.5 Solving Inequalities, 1.7 Applications: Interest, Mixture [TMM001 obj. 2.3] Formative Assessment Weeks 7-8: 2.1 Distance and Midpoint Formulas, 2.2 Graphs of Equations; Intercepts; Symmetry [TMM001 obj. 2.2] Formative Assessment Weeks 8-9: 2.3 Lines, 12.1 Systems of Linear Equations: Substitution and Elimination [TMM001 obj. 2.4] Unit III Summative Assessment 2nd or 4th 9 Weeks: Unit IV Title: Functions and Their Graphs Week 1: Week 1-2: 3.1 Functions [TMM001 obj. 1.1, 1.2, 1.4, 1.5], 3.2 The Graph of a Function [TMM001 obj. 1.1, 1.2] Formative Assessment Week 2-3: 3.3 Properties of Functions [TMM001 obj. 1.5, 2.2], 3.4 Library of Functions; Piecewise Functions [TMM001 obj. 1.1, 1.5] Formative Assessment Week 4: 3.5 Graphing Techniques; Transformations [TMM001 obj. 1.3], 3.6 Mathematical Models; Building Functions [TMM001 obj. 1.8] Unit IV Summative Assessment Unit V Title: Functions: Linear, Quadratic, Polynomial, and Rational Week 4: 4.1 Linear Functions and Their Properties [TMM001 obj. 1.1, 1.5, 1.8], 4.2 Building Linear Functions From Data [TMM001 obj. 1.8] Formative Assessment Week 5: 4.3 Quadratic Functions and Their Properties [TMM001 obj. 1.1, 1.5, 1.8], 4.4 Build Quadratic Models [TMM001 obj. 1.8] Formative Assessment Week 6: 5.1 Polynomial Functions and Models [TMM001 obj. 1.1, 1.2, 1.5], 5.4 Polynomial and Rational Inequalities [TMM001 obj. 2.5], 5.5 The Real Zeros of a Polynomial Function [TMM001 obj. 2.1]

8 8 Unit V Summative Assessment Unit VI Title: Exponential & Logarithmic Functions Week 7: 6.1 Composite Functions [TMM001 obj. 1.4], 6.2 Inverse Functions [TMM001 obj. 1.6] Week 8: 6.3 Exponential Functions [TMM001 obj. 1.1, 1.8, 2.3], 6.4 Logarithmic Functions [TMM001 obj. 1.1, 1.8, 2.3], 6.5 Properties of Logarithms Week 9: 6.6 Logarithmic and Exponential Equations [TMM001 obj. 2.3], Exponential Growth and Decay [TMM001 obj. 1.8, 2.3] Unit VI Summative Assessment END OF COURSE EXAM Performance Based Section: Writing Assignments/Exams/Presentations/Technology One or more of the End of Unit Exams may be Performance Based. According to the Ohio Department of Education, Performance Based Assessments (PBA) provides authentic ways for students to demonstrate and apply their understanding of the content and skills within the standards. The performance based assessments will provide formative and summative information to inform instructional decisionmaking and help students move forward on their trajectory of learning. Some examples of Performance Based Assessments include but are not limited to portfolios, experiments, group projects, demonstrations, essays, and presentations.

9 9 CHS Honors Advanced Mathematics and College Algebra Course Syllabus After you have reviewed the preceding packet of information with your parent(s) or guardian(s), please sign this sheet and return it to me so that I can verify you understand what I expect out of each and every one of my students. Student Name (please print): Student Signature: Parent/Guardian Name (please print): Parent/Guardian Signature: Date:

Instructor: Matthew Wickes Kilgore Office: ES 310

MATH 1314 College Algebra Syllabus Instructor: Matthew Wickes Kilgore Office: ES 310 Longview Office: LN 205C Email: mwickes@kilgore.edu Phone: 903 988-7455 Prerequistes: Placement test score on TSI or