Mr. Fleming
S. Robeson High
E-mail: jonnell.fleming@robeson.k12.nc.us
Phone: 910.422.3987
Integrated Mathematics III
Introduction
The standards in the integrated Mathematics III course come from the following conceptual categories:
Modeling, Functions, Number and Quantity, Algebra, Geometry, and Statistics and Probability. Students
expand their repertoire of functions to include polynomial, rational, and radical functions. They expand
their study of right triangle trigonometry to include general triangles. And, finally, students bring together
all of their experience with functions and geometry to create models and solve contextual problems. The
Integrated Mathematics courses follow the structure began in the K-8 standards of presenting
mathematics as a coherent subject, mixing standards from various conceptual categories.
The content of the course will be expanded upon below according to these conceptual categories, but
teachers and administrators alike should note that the standards are not topics to be checked off a list
during isolated units of instruction, but rather content that should be present throughout the school year
through rich instructional experiences. In addition, the standards should not necessarily be taught in the
order in which they appear here, but rather in a coherent manner.
What Students learn in Integrated Mathematics III
Overview
In Mathematics III, students understand the structural similarities between the system of polynomials and
the system of integers. Students draw on analogies between polynomial arithmetic and base-ten
computation, focusing on properties of operations, particularly the distributive property. They connect
multiplication of polynomials with multiplication of multi-digit integers, and division of polynomials with long
division of integers. Students identify zeros of polynomials and make connections between zeros of
polynomials and solutions of polynomial equations. The work on polynomial expressions culminates with
the fundamental theorem of algebra. Rational numbers extend the arithmetic of integers by allowing
division by all numbers except 0. Similarly, rational expressions extend the arithmetic of polynomials by
allowing division by all polynomials except the zero polynomial. A central theme of working with rational
expressions is that the arithmetic of rational expressions is governed by the same rules as the arithmetic
of rational numbers.
Students synthesize and generalize what they have learned about a variety of function families. They
extend their work with exponential functions to include solving exponential equations with logarithms.
They explore the effects of transformations on graphs of diverse functions, including functions arising in
an application, in order to abstract the general principle that transformations on a graph always have the
same effect regardless of the type of the underlying functions.
Students develop the Laws of Sines and Cosines in order to find missing measures of general (not
necessarily right) triangles. They are able to distinguish whether three given measures (angles or sides)
define 0, 1, 2, or infinitely many triangles. This discussion of general triangles opens up the idea of
trigonometry applied beyond the right triangle—that is, at least to obtuse angles. Students build on this
idea to develop the notion of radian measure for angles and extend the domain of the trigonometric
functions to all real numbers. They apply this knowledge to model simple periodic phenomena.
Students see how the visual displays and summary statistics they learned in earlier grades relate to
different types of data and to probability distributions. They identify different ways of collecting data—
including sample surveys, experiments, and simulations—and the role that randomness and careful
design play in the conclusions that can be drawn.
Finally, in Mathematics III, students extend their understanding of modeling: they identify appropriate
types of functions to model a situation, they adjust parameters to improve the model, and they compare
models by analyzing appropriateness of fit and making judgments about the domain over which a model
is a good fit. The description of modeling as “the process of choosing and using mathematics and
statistics to analyze empirical situations, to understand them better, and to make decisions” is one of the
main themes of this course. The narrative discussion and diagram of the modeling cycle should be
considered when knowledge of functions, statistics, and geometry is applied in a modeling context.
Mr. Fleming
S. Robeson High
E-mail: jonnell.fleming@robeson.k12.nc.us
Phone: 910.422.3987
Numeric Grade Scale:
96% - 100% = 4.000
95% = 3.875
94% = 3.750
93% = 3.625
92% = 3.5
91% = 3.375
90% = 3.250
89% = 3.125
88% = 3.000
87% = 2.875
Grading Criteria:
Classwork/Collaboration….……20%
Projects/Portfolio………….…….20%
Homework………………………10%
86% = 2.750
85% = 2.625
84% = 2.500
83% = 2.375
82% = 2.250
81% = 2.125
80% = 2.000
79% = 1.875
78% = 1.750
77% = 1.625
76% = 1.500
75% = 1.375
74% = 1.250
73% = 1.125%
70% – 72% = 1.000
65% - 69% = 0.000
Test……….35%
Quiz……….15%
Materials Needed: Notebook, any of your preference (binder, legal pad, spiral, or mead notebook)
Only pencils, NO INK PENS are to be used on anything that will be turned in to me!!!
Mr. Fleming’s Discipline Policy:
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Be prepared for class. (i.e. notebooks, textbooks, pencils sharpened)
Be seated and ready to work when the tardy bell rings.
Be respectful!
Raise your hand for permission to leave your seat and to ask a question.
Dispose of any food or drinks before entering the classroom.
No cellular phones, tablets, or PDA’s are to be used at any time during class.
Consequences:
1st Offense – Verbal Warning
2nd Offense – Teacher/Student Conference and Parental Contact
3rd Offense – Parent/Teacher Conference
4th Offense – Administrative Referral
Bathroom Policy:
Students are given five minutes between all classes. It is strongly encouraged that all students use this
time to use the restroom and go to lockers. Students are not allowed to use the restroom during class
instructional time. If a student has a medical excuse to use the restroom frequently, a copy of that excuse
must be placed in their permanent folder in the office and a second copy for the students’ personal folder
for my class.
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Mr. Fleming
S. Robeson High
E-mail: jonnell.fleming@robeson.k12.nc.us
Phone: 910.422.3987