POINT LOMA HIGH SCHOOL
MATH DEPARTMENT
Honor Integrated Mathematics II
2015-2016
Suggested materials: Textbook, notebook, pencils, eraser, graphing calculator, graph paper
Textbook: Integrated CME Project Mathematics II, Pearson
Teacher: Mitra Soufivand
Room Number: 105
msoufivand@sandi.net
619-223-3121 Ex4105
DEPARTMENTAL PHILOSOPHY
The instructors of the mathematics department believe mathematics is one of the most important academic disciplines students
undertake to master. Therefore, it is important that students master skills and problem- solving techniques in the discipline.
Instructors offer balanced instruction that emphasizes skills development, number sense, logic, and problem solving techniques.
This classroom operates according to the PLHS student expectations:
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8.
Arrive on time.
Be in all classes every day.
Be prepared to learn with required materials
Respect yourself and others.
Uphold the ideals of academic honesty
Adhere to the PLHS dress code
Wait for teacher dismissal
Turn off and store electronic devices before entering class
COURSE CONTENT
A list of the state standards addressed in common core integrated math I may be obtained by viewing the web site for the
California State Department of Education http://www.corestandards.org/assets/CCSSI_Mathematics, pages 51-71. Students will
learn to reason abstractly and quantitatively with linear and exponential relationships, model with mathematics, use appropriate
tools strategically, and express regularity in repeated reasoning. Students will also Connect Algebra and Geometry through
Coordinate.
Instructional Methods and Strategies:
a. Lecture
b. Cooperative work groups
c. Multimedia presentations
d. Listening, reading, writing, and speaking exercises
e. Demonstrations
f. Research and reports
g. Math stations
j. Manipulative
k. Thinking Maps
l. Vocabulary building
m. Discovery and Exploration
n. Problem-solving activities
o. Skill development practice
p. Pair-Share
POINT LOMA’S EXPECTED SCHOOLWIDE LEARNING RESULTS (ESLR’S)
Students encounter various challenges in our classroom- solving word problems, modeling, and learning how to use science formulas,
and unexpected, non-routine problems (“complex thinker”). On individual work, students are asked to take notes and to indicate
difficulties they experience so that I can respond to their needs (“effective communicators” and “responsible self-directed learners
and workers”). Also included in the ESLRs are understanding the importance of being an involved citizen and engaging in a healthy
life-style.
THE MATHEMATICS CLASSROOM
Integrated math I will be taught using a variety of strategies including direct instruction, guided practice, independent practice, a lot
of group work, and whole class discussion. The seating is responsive to students’ needs and is periodically changed to bring different
groups together. Each class will begin with the identification of what is being taught and why it is being taught. Key vocabulary and
important concepts are outlined on the board with appropriate examples.
CLASSROOM EXPECTATIONS AND SUPPLIES
Students are expected to come to class every day prepared to learn and work and to follow the PLHS student expectations. Students
are suggested to bring the following items to class: textbook, 3-ring binder, paper (a supply of graph paper would a very good idea),
pencil(s), pens, eraser, and a graphing calculator.
ACADEMIC AND CITIZENSHIP GRADE
Students have daily assignments and will, typically, have both a quiz and test each chapter. Depending on district requirements, we
may have a benchmark exam each semester. There is a cumulative final each semester. All work must be completed in pencil only.
However, notes may use color to highlight. Work not done in pencil will receive a zero. The semester grade is calculated based on
the following: assignments 20%, quizzes 15%, tests 45%, and final exam 20%. The grade is cumulative per semester and is
determined using the following scale: A: 90-100 %, B: 80-89%, C: 70-79%, F: below 70%.
In addition to the school-wide citizenship rubric, classroom participation is included in the citizenship grade. The citizenship grade
is determined a little differently. The first two 6-week grading periods are graded separately, but the semester grade is the average
of the 3 6-week grading periods. One truancy in a grading period will be an automatic U for that grading period. Two truancies in a
semester will result in a U for the semester. In addition, any absence not cleared by the end of the grading period will be treated as
a truancy, which will result in the student receiving a “U” for the current grading period.
TUTORING, MAKE-UP POLICIES AND TESTS
Students who have an unexcused absence or truancy receive no make-up work opportunities. Students who have an
excused absence are expected to make-up all missed work, including lecture notes. Missed chapter tests must be completed
before the close of the following unit of study. Students are allowed to drop their lowest test grade each semester.
Parents can check their student’s daily progress report using “parents-connect.” I try to post grades on a daily
basis. Please check my website for the copy of syllabus as well as upcoming test date.
OFFICE HOURS AND CONFERENCE PROCEDURE
I may be reached by calling the school (619–223–3121 ext. 4105). Please leave a message, stating your name, your
student’s name, a brief description of the reason for your call, your phone number, and the best time for me to return your call.
You may also reach me by e-mail; my address is msoufivand@sandi.net. I make every effort to respond within 24 hours. I
am available for conferences as needed, but need enough time to schedule them.
Students have the opportunity to receive tutoring from me. This is generally every day at lunch, before school, and during
advisory. However, they must check with me to ensure that I am available because I sometimes have other obligations
(meetings, conferences, or personal obligations).
Mrs. Soufivand
Dear Student and Parent/Guardian,
I am looking forward to helping you develop understanding of Geometry this year. It is important that you read and
understand the course syllabus because it provides information regarding my expectations for creating a successful learning
experience. Please let me know that you have read and understood this course syllabus by completing this form and returning
it to me.
I have read this syllabus and understand the classroom policies. I know how my citizenship and scholarship grade will be
determined.
________________________________
Student Name (Printed)
____________________________
Parent/Guardian Name (Printed)
Telephone Number: ________________________
______________________________
Student Signature
______________________________
Parent/Guardian Signature
Best time(s) to call___________________
Email address: ________________________________
Student, do you have any questions or concerns I should know about at this time?
Parent/Guardian, Is there anything I should know about your student at this time?
Thank you and I look forward to doing some fun math with you this year.