Integrated Math TWO

Session 1, 2017

Learning Objectives:

Students will continue learning how to Work Well with Others, Communicate Your Ideas & Make Sense of New Situations.

Math Practices from CCSS:

1. Make sense of problems and persevere in solving them.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

Students will learn how to describe attributes of common polygons.
G-CO 11. Prove theorems about parallelograms.
Students will carefully examine growth patterns to make predictions and multiple representations.
F-BF 1. Write a function that describes a relationship between two quantities.
Students will develop their vocabulary to describe angle pair relationships.

G-CO 9. Prove theorems about lines and angles.

Assessment:

Students will measure their own mastery as they correct their own CPM assignments once completed.
Students will demonstrate and enhance their mastery as they explain their thinking in cooperative groups.
Students will demonstrate mastery on formative assessments and a summative assessment.
Student collaboration will be measured in class based on: being on task, communicating reasoning with the group and using team strategies.
There will be a short individualized quiz for each section of CPM which will be based on the learning goal for that section. The quiz must be passed to earn credit for the section.

Instructional Materials:

Students will be using CPM’s Integrated Math 1 curriculum, chapters 2 & 3, as the main resource. The curriculum will be formatted into individual learning sections with workspace, graphs, etc. included.

Chromebooks must be brought to class daily so students can access assignments, warm ups, and use the tools in the CPM-ebook, desmos calculator, Homework Help(s), and various other apps.

Earning Credit:

Students can earn up to 3.0 credits based on and completing classwork with regular attendance each session. Alternate assignments may be available. Assignments can be submitted for full credit during the entire session.

Student’s credits will be determined by how many assignments they have completed and turned in. For example, a typical one day assignment will be worth 0.1 credits, 3 day assignments will be worth 0.3 credits. A typical session has 30 school days so 30(0.1) = 3.0 credits. Some assignments will need to be corrected by the student, then graded by the teacher. Other assignments, like New Situations problems, will only be graded by the teacher.
Additional credit will be given at the end of the session based on collaboration grades. An A in collaboration will earn 100% additional credit. For example a student who earned 2.8 credits based on paper assignments will get another 2.8 credits for working so well in class. A collaboration grade of B will get 75% additional credit, C’s will get 50% additional credit and D’s will get 25% additional credit. The rubric for Collaboration grades is at the end of this syllabus.
Student’s grades will be determined by an average of the assignments they do complete and turn in. The work category will be 70% of the letter grade, exams/quizzes will be 29% and Collaboration is 1%.
Additional credit can be earned on assignments outside of school. Students can earn up to 3.0 credits. Students must have completed all of their current credits to earn these additional opportunities. Collaboration rates do not apply to these additional credits.

Collaboration Grades:

Collaboration will be monitored daily. Data will be kept including how much time on task and off task the student has been and how well they are using team roles. Data will be averaged for the each week then entered into Aeries. The collaboration grade for the session will be the average of the weekly grades.

A (100% increase of credits):

·on task at least 90% of the time and
using team roles at least 90% of the time and no disruptions

B (75% increase of credits): on task most of the time and using team roles most of the time (80% to 89%)

C (50% increase of credits): on task the majority of the time and using team roles the majority of the time (70% to 79%)

D (25% increase of credits): some time on task and some time using team roles (at least 60%) and no disruptions

F (no increase): very little or no time on task (less than 60%) or disruptive

In general a disruption, defiance or other incident resulting in a referral will lower this score by one letter grade.

Classroom Climate:

Students may be given choices for seats but will be expected to sit where assigned.

Students will be on task and will let others be on task. Students who are noisy or disruptive will be dealt with as needed: seat change, meeting with counselor, principal or referrals as needed.

MLHS policies on passes will be followed: a student needing to use a third (or sixth, ninth etc.) pass during a session will get a referral for a lunch detention.

Reading and Comprehension:

“Life comes at you as a word problem” is a widely accepted truth. Students will be reading problems in the CPM text and will be expected to make sense of them. Students can demonstrate that they are making sense and collaborating by reading problems aloud for a group, discussing what they think they understand about a problem, asking each other questions about the problem.

Writing:

Writing will be a common part of completing CPM or New Situations problems. Writing will mainly consist of explanations and technical writing.

Bill Corum (Math and Science)

Mountain Lakes High School

Mountain Lakes High School