1 Advanced Mathematics Syllabus CHS Mathematics Department Contact Information: Parents may contact me by phone, email or visiting the school. Teacher: Mr. Seth Moore Email Address: seth.moore@ccsd.us Phone Number: (740) 702-2287 ext. 16227 Online: http://www.chillicothe.k12.oh.us/schools/chs/ 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 Advanced Mathematics - 277 State Course # 110099 Prerequisite: At least a B- in Algebra II/ C in Honors Algebra II and teacher approval Required Option Grade: 11-12 Graded Conventionally Credit: 1 This course is designed for college bound students. This 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, and complex numbers. Analyzing, interpreting and using technology to solve problems will be emphasized. Big Ideas/Purpose per Unit and Essential Questions/Concepts 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 http://www.corestandards.org/the-standards. (Teacher Note: The Ainsworth
2 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 9 Weeks o Unit I Title: Equations and Inequalities Big Idea #1: Properties are used to solve equations and inequalities. Essential Question #1: How can equations that appear to be different be equivalent? Essential Question #2: How are properties used to solve equations? Big Idea #2: Solutions can extend beyond the real number system. Essential Question #1: What is an imaginary number? Essential Question #2: How does one perform operations with complex numbers? Big Idea #3: Inequalities have solutions expressed as a range of input values. Essential Question #1: What is set notation? Essential Question #2: How does one solve absolute value inequalities? o Unit II Title: Functions and Graphs Big Idea #1: Patterns and relationships can be represented graphically, numerically, symbolically, or verbally. Essential Question #1: What is a linear function? Essential Question #2: What does slope represent? Essential Question #3: How does one describe the domain of a function? Big Idea #2: One can perform operations on functions. Essential Question #1: What kind of ways can a function be transformed? Essential Question #2: How does one solve and graph absolute value equations? Essential Question #3: How does one know if two functions are inverses? o Unit III Title: Polynomial and Rational Functions Big Idea #1: Not all relationships are constant, thus not all functions are linear. Essential Question #1: What are the various ways to graph a quadratic function? Essential Question #2: How does one sketch the graph of a polynomial function? Big Idea #2: The zeros of a polynomial function can be in the complex number system.
3 Essential Question #1: What is the difference between long division and synthetic division? Essential Question #2: How does one find the number of zeros of a polynomial function? Big Idea #3: Some functions have restricted domains and ranges. Essential Question #1: What does an asymptote represent? Essential Question #2: How does one find an asymptote of a rational function? 2 nd or 4 th 9 Weeks o Unit IV Title: Exponential and Logarithmic Functions Big Idea #1: Some functions have restricted domains and ranges. Essential Question #1: What is the general behavior of an exponential function? Essential Question #2: What is the general behavior of a logarithmic function? Essential Question #3: What is the relationship between exponential and logarithmic functions? Big Idea #2: Exponential and logarithmic functions have real-world applications. Essential Question #1: How does one solve exponential and logarithmic equations? Essential Question #2: How do exponential functions help model and solve problems in the real-world? Essential Question #3: How do logarithmic functions help model and solve problems in the real-world? o Unit V Title: Systems of Equations and Inequalities Big Idea #1: Quantities can be represented numerically in various ways. Essential Question #1: How does one decide which method to choose when solving systems of linear equations in two variables? Essential Question #2: How does one determine the number of solutions for a given system of linear equations? Big Idea #2: Solutions are not always unique. Essential Question #1: When is it appropriate to use a system of inequalities to model a real-world situation? Essential Question #2: How is the solution set of a system of inequalities represented on a graph? o Unit VI Title: Matrices and Determinants
4 Big Idea #1: Matrices can be applied to systems of linear equations. Essential Question #1: How does one use matrices to solve systems of equations? Essential Question #2: What are inconsistent systems? Essential Question #3: What are dependent systems? Big Idea #2: One can perform operations on and interpret data from matrices. Essential Question #1: How does one perform operations on matrices? Essential Question #2: How does one find the inverses of 2x2 matrices? Essential Question #3: What is the significance of the determinant? END OF COURSE EXAM Textbook: 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 bellringer, write the essential question(s), and get materials ready for 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 with the teacher.
5 Course Material 3-ring Binder with Dividers Loose Leaf College Ruled Paper Pencils Colored Pencils Graph Paper Graphing Calculator (TI-84+ is recommended) Grading Unit Exams 50% Assessments (Including: Quizzes, Essays, Labs, and Projects) 30% Homework 10% Class work 10% 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. Late Work Late work will be subject to the board adopted policy on assignments that are turned in late (to be reviewed in class). CHS TENTATIVE 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 year s tentative schedule is subject to change (at the teacher s discretion). 1st or 3rd 9 Weeks: Week 1: Beginning of the Year Pre-Assessment Exam Unit I Title: Equations and Inequalities Week 1: Graphs and Graphing Utilities; Linear Equations and Rational Equations Week 2: Complex Numbers; Quadratic Equations Week 3: Other Types of Equations; Linear Inequalities and Absolute Value Inequalities Unit I Summative Assessment Unit II Title: Functions and Graphs Week 3: Basics of Functions and Their Graphs; More on Functions and Their Graphs Week 4: Linear Functions and Slope; More on Slope
6 Weeks 5-6: Transformations of Functions; Combinations of Functions; Composite Functions; Inverse Functions Unit II Summative Assessment Unit III Title: Polynomial and Rational Functions Week 7: Quadratic Functions; Polynomial Functions and Their Graphs Weeks 7-8: Dividing Polynomials; Remainder and Factor Theorems; Zeros of Polynomial Functions Weeks 8-9: Rational Functions and Their Graphs; Polynomial and Rational Inequalities; Modeling Using Variation Unit III Summative Assessment 2nd or 4th 9 Weeks: Unit IV Title: Exponential and Logarithmic Functions Week 1: Exponential Functions; Logarithmic Functions Week 1-2: Properties of Logarithms Week 2-3: Exponential and Logarithmic Equations Week 4: Exponential Growth and Decay; Modeling Data Unit IV Summative Assessment Unit V Title: Systems of Equations and Inequalities Week 4: Systems of Linear Equations in Three Variables; Systems of Linear Equations in Two Variables Week 5: Systems of Nonlinear Equations in Two Variables; Systems of Inequalities Week 6: Linear Programming Unit V Summative Assessment Unit VI Title: Matrices and Determinants Weeks 7-8: Matrix Solutions to Linear Systems; Inconsistent and Dependent Systems and Their Applications; Matrix Operations and Their Applications Weeks 8: Multiplicative Inverses of Matrices and Matrix Equations Week 9: Determinants and Cramer's Rule 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 decision-making 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. 7
8 CHS Advanced Mathematics 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: