Mrs. Viramontes
Honors Pre-Calculus A
Fall 2015
(661) 252-6110 ext. 204
sviramontes@hartdistrict.org
Canyon High School Mission Statement
Our mission is to develop responsible citizens who have the knowledge, skills, and experience necessary for either beginning
post-secondary education or entering the workforce.
Dear Students and Parents:
Welcome to Honors Pre-Calculus! This course is a one-year college-prep course designed to assist students in achieving
mastery in topics to prepare students for AP Calculus BC. This semester students will look into topics such as rational
expressions and equations, complex numbers, graphing functions, and trigonometry. This is a rigorous course and students
should expect a substantial amount of homework and may need to come in for addition tutoring or study sessions to fully
understand the material. Please read this course orientation carefully to understand the expectations of the course, and contact
me if you have any questions.
The following Common Core Mathematical Practices will also be developed and applied to the learning of each of the Calculus
standards:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with Mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
TEXTBOOKS: First semester students will be using Pre-Calculus by Blitzer. Students should also check out the student
solution manual that accompanies the book. Students are financially responsible for lost or damaged textbooks.
CALCULATOR: A graphing calculator is encouraged for use during first semester so that students become familiar with how
it works. Second semester, a graphing calculator will be required for some of the work. Although students may choose any
type, our school district has adopted math textbooks that coordinate all learning activities with the TI-84-plus graphing
calculators. Teachers, therefore, are currently using the TI-84 plus in math classes for demonstration and are trained on their
function. For those students unable to purchase their own calculators, TI-83 graphing calculators are available to check out
through the library.
ASSIGNMENTS: Practice in mathematics is integral to success. Most assignments will come in the form of homework,
inclass assignments, and projects. When students are asked to justify answers, they must use complete sentences. It is essential
students get into the practice of writing out answers in the correct way for the AP Test.
Students should complete the assignment the day it is assigned. The following day, I will answer questions about the
assignment as time allows, then assignments will be turned in and graded two days after they are assigned for proper
completion. Students are responsible for grading/scoring their own homework using the answers in the book or answer keys
posted online. Notes may be collected and graded on the day of a test or quiz if I decide that students need accountability in
their notes. Otherwise, I will leave it to the student to decide how he/she will take notes. I will occasionally accept late
assignments for full credit if the student can provide a valid explanation for why it is late. However, usually assignments will be
given half credit when turned in late. No credit will be given for any assignments if turned in after the unit test. If students are
absent, the assignments can be found online and are expected to complete the assignment within two days of the absence. If a
student is absent for an extended period of time, they need to see me to create a reasonable schedule for turning in work. If
students are struggling with a particular section, they may attend tutoring sessions for help and turn in homework the following
day if they obtain a dated signature from the tutoring teacher. Assignments are worth 4 points each and will be awarded those
points based on the percentage of their homework assignment that is completed correctly. Students must include name, period,
section #, page, problems, neatly done work in pencil, answers, and scores with percentages in order to receive credit!
QUIZZES: Quizzes may not be announced and will occur at the beginning of a class period. They will cover the subject
matter from the previous section or two sections of material. Quizzes will not be able to be made up, however, you will be able
to drop the lowest 25% of the quizzes at the end of the semester to make up for any missed points due to absences. Quizzes
will be timed so if you are tardy you will lose out on time for the quiz.
TESTS: Tests will be announced approximately one week in advanced. They will be a combination of multiple choice and
free response questions. Depending on the topic being tested, some will require a calculator while other tests students will not
be able to use them. If have an excused absence on the day of a test, you must take the test on the day you return before school
or at lunch. If you forget, you will still be required to take the test to prove mastery, but you will lose points for each day you
wait. Make-up tests will be equivalent but may be different than the original test. There are no retakes on tests.
FINAL: The final exam is cumulative multiple-choice and/or free response test.
GRADING SYSTEM:
Final:
20%
Tests, and Quizzes
60%
Assignments:
20%
Please note that a student who is absent 15 days in one semester may receive a failing grade in the course.
GRADING SCALE:
A
89.5% - 100%
B
79.5% - 89.4%
C
69.5% - 79.4%
D
59.5% - 69.4%
F
0% - 59.4%
ATTENDANCE: Attendance is essential for success in any course. This includes coming to class on time and being ready to
work when the bell rings. If a student is absent it is their responsibility to get the assignment and any notes.
CLASSROOM RULES: I have the right to teach and all students have a right to learn in a non-offensive, academic
environment. Students are expected to respect all members of the classroom. This includes:
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Talking when appropriate. There should only be one person talking at a time so that all students are able to listen to
the material or directions. During times where students work in groups, all members of the group should be on task
and listening to others ideas.
Making only positive comments. A classroom is a place of learning and students should feel safe making
mistakes or asking questions.
Staying in your seat.
Cleaning up at the end of the period. Any materials that were borrowed should be returned and all trash
appropriately disposed of in a trash can. No food or drink is allowed, except water.
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Tuning off all electronics, except for calculators. Electronics should be put away and turned off unless otherwise
given permission.
Anyone who prevents learning or contributes to an offensive environment will be put on a progressive discipline plan. This
includes talking to student, phone call to parents/guardians/ detention, class suspension, or referral to an Assistant Principal.
CHARACTER: Students are expected to do their own work. If any student is caught copying off another students homework,
neither student will be given credit for that particular assignment and it cannot be turned in later for half-credit. Any student
who is caught cheating or helping another student cheat during a test or quiz will be given a zero. Students are expected to keep
their eyes on their own paper, ask any questions to the teacher, and only have the materials out that are needed for the test. If a
student is caught cheating, they will receive a 0 for the test or quiz and a call will go home to the parent/guardian.
TIPS FOR SUCCESS:
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Ask for help before you get lost. I am available for extra help so seek me out to find a time.
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Study every assignment as if you have a test on the material the next day.
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Don’t be afraid to ask questions.
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If you have any concerns, see me right away.
Learning Outcomes: This course is designed to help all Canyon students meet the following Learning Outcomes in the
following ways:
CANYON GRADUATES WILL BE:
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II.
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CRITICAL THINKERS WHO:
Actively engage in asking essential questions and weighing critical evidence
Employ critical thinking strategies to analyze and interpret information and solve problems creatively
Access and analyze a variety of resources effectively
As material is presented, students are always encouraged to ask questions when they do not understand. The teacher
regularly asks probing questions as a way to get students to think beyond what they know, analyze new information, and
apply it to the new problem at hand. Students are encouraged to use a variety of methods to solve the same problem
including, analyzing a graph, manipulating an equation, explaining with words, and using graphic organizers.
EFFECTIVE COMMUNICATORS WHO:
Write with clarity, speak with purpose, and read with comprehension
Successfully listen, interpret, and synthesize information
Proficiently present ideas using technology
Students are required to take notes daily, while often putting things in their own words. Academic vocabulary is constantly
reviewed and used in the daily language of the class. Students are called upon to explain their work to the class regularly.
Students are taught to interpret the language used in directions on assignments and tests, so they will understand what is
being asked.
III.
CREATIVE PROBLEM SOLVERS WHO:
Understand that problem-solving takes initiative and may require several attempts to find an effective solution
Identify and implement resources to analyze problems and use innovative strategies to solve them
Understand and practice conflict resolution skills
Students are encouraged to take advantage of the many free tutoring sessions available on campus for extra help. The
Canyon library may also have extra resources available to go with the textbook providing tutorial assistance. Students
needing more help with basic skills are invited to take advantage of Canyon’s Intervention Program. Students are also
taught to use their texts, notes, tutors, and peers as resources to help them solve math problems. In class, the teacher
teaches conflict resolution skills by talking through problems students may be having with one another and helping them to
form ideas for alternate ways to solve the problems, so that all parties involved are benefited by a peaceful outcome.
IV.
ACADEMICALLY COMPETENT INDIVIDUALS WHO:
Use the tools of learning to access knowledge across the curriculum as well as in everyday, social situations
Read and comprehend written material and write in a logical and coherent manner
Use technology and other resources to organize, analyze, and present data
Students are encouraged to use free tutoring resources, work together on class work problems, read their texts, and ask the
teacher for help to understand the standards. Emphasis is placed upon academic vocabulary and understanding directions,
so students can have a clear knowledge of what they are supposed to do. They are taught a variety of ways to organize data
from each problem and present data from their answers, including tables, graphs, and pictures. Writing sentences to
describe the meaning of their answers is also required and encouraged.
V.
LIFE-LONG LEARNERS WHO:
Prepare and adapt to a global job market with ever-changing technology
Develop goals and use effective learning strategies for post high school self-improvement
Understand and appreciate the importance of continued personal growth and development through the pursuit of
healthy lifestyles, civic responsibility, and cultural awareness
Students complete a goal setting activity that gives them a clear picture of what educational requirements they need in
order to enter into the future field of work they chose. They learn what math requirements they will need and how learning
math with help them in their chosen field. They also set goals for study habits that will help them be successful in the
course. Students are nurtured in their path to becoming responsible citizens as they learn to complete homework and
respect the diversity in the classroom.
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Parent-student-teacher communication is important for student success. Please do not hesitate to contact
me with any questions or concerns. The best way to contact me is through email at
sviramontes@hartdistrict.org. I can also be reached at 661-252-6110 ext.204.
I, (student’s name) __________________________________________, have read the course orientation
for Honors Pre-Calculus. Further, I understand and agree to abide by all classroom policies and
expectations set forth Mrs. Viramontes in this orientation.
Student Signature: _______________________________ Period: ______ Date: ___________
I/We, the parent(s)/guardians of _______________________________, have read the course orientation
for Honors Pre-Calculus. Furthermore, I/we understand and agree to all the policies and expectations
outlined in this course orientation by Mrs. Viramontes.
Please sign that you have read and understand the course orientation. Tear off this last page and return
with the appropriate signatures.