“Vision without action is a
daydream. Action without
vision is a nightmare.”
A little bit of mathematical philosophy....
Haugh’s thoughts on what we’re all doing here
This is an elective college-preparatory mathematics course. To be successful, a
student needs a strong math background, excellent attendance/classroom/study
habits, time, and motivation to complete all daily work, and a commitment to
make the most of the opportunity. While students are generally free to select
and register for their courses, they need to be aware of these realities to help
make wise decisions.
4 TIPS THAT VIRTUALLY GUARANTEE A SUCCESSFUL MATH EXPERIENCE:
 Before, not after. Attempting assignments before the ideas are covered in class is
the secret to math. Know what might be sticky before you get to class.
 Now, not then. Don’t wait until you’re really lost to get help. See the instructor or a
tutor right away.
 All, not some. You have to be a maniac about math homework. Do all the
problems… and more.
 Sooner, not later. No matter how well you understand things in class, waiting a
couple days to practice with the homework can get you confused.
Mathematics is similar to playing the piano. It is a rare bird – a freak – that
could look at a difficult piece of sheet music and play it at concert-level quality
on the first attempt. An exam is the absolute worst time to
attempt a specific type of problem for the first time.
Homework is the necessary practice time, and by doing it
well, true learning inevitably takes place. Exams, then, can
be your showcases – your concerts – when you are given a
chance to exhibit what you have learned. If you invest the
time and effort prior to an assessment, it can be an enjoyable
and low-stress event.
UPPER-LEVEL MATH IS UNIQUE
 It requires a kind of discipline that you don't automatically get as a natural part of your daily life.
 If you fall behind, math is a tough "catch up" subject.
 Class attendance is very important. It’s tough to duplicate a missed period by yourself.
 Reading the book is necessary. You cannot rent the movie or buy the Cliff’s Notes!
 Reading and learning with a math book require different skills than reading / learning a novel.
 The goal is mastery of the material. The standard for success is not attendance, trying hard,
doing the work, or having a good attitude. Those are the great things that every great student
puts INTO the class, but the great result is learning the material. Your grade is based on
demonstrated mastery of the material, to the highest degree possible.
SUCCESS & MASTERY DEPEND ON MANY THINGS
 years of previous effort, previous REAL learning, and memory of "learned" material
 effort level
 attitude
 aptitude
 homework skills
 attendance habits
 study skills
HOMEWORK
 is a tool for learning, practicing, and growing. If you also get to score points for it, bonus!
 gets done (on time) or not... either choice has its consequences!
 is a record of your effort, methods (successful or not!), and finally solutions. A list of
unsupported "answers" doesn’t help you learn and indicates a weak effort.
CO-CURRICULAR ACTIVITIES
 School activities, sports, &/or a job are great ways to connect with other people and learn
valuable skills. Multiple studies show that involvement in school activities helps lead to success
later in life. But co-curriculars are never excuses for sloppy academic performance. Set your
priorities, make your commitments, and get the job(s) done.
 Extra opportunities always mean extra responsibilities. Live up to them!
ATTENDANCE
 If you miss class, you miss a critical learning opportunity. Try to make it every day!
GRADING
 is an inexact art, not a science. There is no state law (yet) that says 90% = A or that 59% = F.
 See grading notes & thoughts on next page.
A FINALTHOUGHT
Math is an interesting subject. It takes hard work to be a serious student of serious mathematics. I
offer my sincere appreciation for your efforts, thanks for your work, and congratulations on your
successes. It will all pay off for you.
Sincerely, Michael Haugh, esq., Eastview High School Mathematics
In a more perfect world, grades would not necessarily be linked to percentages and test
scores; however, we have tacitly complied with the norms of this world, but with half an eye
open for a better way. Below I attempt to describe a realistic non-percentage grading scale
for mathematics (and other academic) courses. Implementation of such a system is a
logistical and practical nightmare, but one can always hope....
Mastery of the Material (your TRUE grade)
A
I am the master of the material, well prepared for future mathematics study. I can make
connections and figure things out on my own. I am very comfortable with the material. I
learned it AND I fully understand it!
B
I am competent with the material, ready for further study. I may have a few small gaps
here and there. I need help, but not very often. I fully understand a large percentage of
the material!
C
There are some medium sized gaps in my knowledge of the material. I may have
problems with future work. There are some parts I don't get.
D
I am not comfortable with the material, and am not very prepared (nor very willing) for
further work with it.
F
Little of it made sense to me.
Student Behavior / Effort
A
I worked very hard at understanding the material. My homework was done on time with
high quality. I paid full attention in class, used my time wisely, and got help when and
where I needed it. I earned the title "student of math".
B
I worked hard, but there is room for improvement. My homework was nearly always
done on time and was done with quality…no unsupported lists of answers for me! I did
well in class, too—paying attention and using work time productively. I have solid
student habits.
C
My effort level was mediocre. Homework was usually done and on time, but not always.
I wasted some class time on non-math activities…or in-activities. I need to improve my
skills as a student.
D
I really didn't put much into the class and blew off the opportunity. Homework was a
bother, but I did some. Class time was often used for yapping or napping. It’s time to
improve my work habits immediately.
F
Getting to class was about it. I think I warmed the seat. I could possibly fog a mirror.
Further thoughts about grades
Could you take a different course and have a higher probability of getting an “A”? Maybe,
maybe not. Is it fair that a grade in class X counts the same as a grade in class Y? Maybe,
maybe not.
However, serious students take serious classes because they have goals in mind for their
futures - futures that require a serious foundation. The standard for a grade in regular math
should be the same as the standard for a grade in accelerated math or any other course
anywhere—mastery of THAT course’s material. Grading by percentages is a very crude
method and certainly is not the only indicator of a student’s success. But we do it because it
is a universally understood language and CAN be used to compare progress or relative
success.
Consider: I could give a tough (but fair!) test to one class and get a class average of 70%. I
could then give an easier (but equally fair) test on the same material to the next period and
get a class average of 90%. Wow! One class has a “C” average and one class has an “A”
average! Does that mean that the “C” class must really be rough… and that the “A” class
must be super-smart? Obviously not, but the example points out the arbitrary nature of
simple percentage grading. Grades are posted over the quarter based on straight
percentages because they often do correlate well with a student’s true understanding, but I
reserve the right to use the computerized grade, my experience with you, my professional
judgment, and the “Realistic Scale” above when I assign final grades that go on your
transcript and GPA.