BOSTON LATIN SCHOOL
Department of Mathematics
2014-2015
COURSE
TEACHER
Pre Calculus
Mr. Hamilton
School phone: 617-635-8895
Website: precalc.weebly.com
E-mail: ahamilton3@bostonpublicschools.org
CLASSROOM
DESCRIPTION
This course builds upon the skills and concepts gained over previous courses in Algebra and Geometry.
Since our curriculum is spiral in design, the scope and pace for presenting various content strands will focus
more on extending comprehension in the context of function analysis rather than treating them as new
material. With less time spent on review, this allows more time for higher order reasoning skills needed for
future studies. This course fulfills the BLS graduation requirement and adequately prepares students for a
senior elective.
This section focuses on implementation and applications.
ESSENTIAL QUESTIONS
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How do we write equivalent forms of equations, inequalities, and systems of equations and solve
them with fluency- mentally or with paper/pencil in simple cases and using technology in all cases?
How do we use a variety of symbolic representations, including recursive and parametric equations,
for functions and relations?
How do we judge the meaning, utility, and reasonableness of the results of symbolic manipulations,
including those carried out by technology?
How do we understand relations and functions and select, convert flexibly among, and use various
representations for them?
How do we analyze functions of one variable by investigating rates of change, intercepts, zeros,
asymptotes, and local and global behavior?
How do we understand and perform transformations such as analytically combining, composing, and
inverting commonly used functions, using technology to perform such operations on more
complicated symbolic expressions?
How do we understand and compare the properties of classes of functions, including exponential,
polynomial, rational, logarithmic, and trigonometric functions?
How do we use various representations to help understand the effects of simple transformations and
their compositions
How do we interpret representations of functions of two variables?
How do we identify essential quantitative relationships in a situation and determine the class or
classes of functions that might model the relationships?
How do we understand and are able to find the limit of a function numerically, graphically, and
analytically?
POWER STANDARDS
Students should be able to
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Write equivalent forms of equations, inequalities, and systems of equations and solve them with
fluency- mentally or with paper/pencil in simple cases and using technology in all cases
Use a variety of symbolic representations, including recursive and parametric equations, for
functions and relations
Judge the meaning, utility, and reasonableness of the results of symbolic manipulations, including
those carried out by technology
Understand relations and functions and select, convert flexibly among, and use various
representations for them
Analyze functions of one variable by investigating rates of change, intercepts, zeros, asymptotes, and
local and global behavior
Understand and perform transformations such as analytically combining, composing, and inverting
commonly used functions, using technology to perform such operations on more complicated
symbolic expressions
Understand and compare the properties of classes of functions, including exponential, polynomial,
rational, logarithmic, and trigonometric functions
Use various representations to help understand the effects of simple transformations and their
compositions
Interpret representations of functions of two variables
Identify essential quantitative relationships in a situation and determine the class ore classes of
functions that might model the relationships
Understand and be able to find the limit of a function numerically, graphically, and analytically
Approximate and interpret rates of change from graphical and numerical data
21ST CENTURY LEARNING EXPECTATIONS
Students will know and be able to demonstrate mastery of content and skills by way of the following:
 Reading- Students will utilize higher order thinking skills as they read authentic material from a
variety of perspectives, cultures, and disciplines.
 Writing- Students will write competently and creatively, having mastered language conventions
including rhetorical, stylistic, and grammatical structures.
 Speaking and Presenting- Students will communicate clearly and effectively in prepared and
extemporaneous speech.
 Researching- Students will generate questions and use informed research and technological
methodologies to evaluate information and synthesize new and innovative ideas.
 Problem Solving- Students will develop and apply problem solving skills across disciplines and
settings.
READING SYLLABUS
Larson Pre-calculus with Limits A Graphing Approach Sixth Edition
GRADING
You will have 4 tests per term, which will comprise 80% of your term average. There will be periodic
quizzes that will comprise 20% of your grade. These quizzes can be unannounced, and may not be in typical
question and answer quiz form.
HOMEWORK
I expect students to do their nightly homework. Should they do ALL of the assignments they are to receive 2
extra percentage points in their term average. Should they miss one or two assignments, no points are given
nor subtracted. For EACH homework not done after two are missed the students will have 1 point subtracted
from their term average for each assignment not done. Example: A student has an 82.3 average and has
missed 5 homeworks. New term average, 79.3. This is the only way homework is to be factored into a
student’s grade.
CALCULATOR
This course will incorporate a basic fluency in graphing calculator technology and programming. This aspect
of the course will be taught in the language shared by the TI-83, TI-84, TI-89 and all variations thereof.
Other calculators such as TI-inspire are formatted differently and are, to some degree, in a different
language. Students with such calculators will be at a disadvantage when it comes to technology support in
the classroom.
CONDUCT
-Be present and on time for every class
-Come prepared (text book, notebook, calculator, pencil)
-Be active and attentive in the class
-Leave food, drink, and gum outside of the classroom
-Raise your hand with a question or comment
-Treat the classroom with respect by keeping it clean and respecting the property of the school and your
classmates.
OFFICE HOURS
I will be available after school by appointment. I may be available before school as well, but this will be
revisited as the year progresses.
Student, Parents, and Teacher:
Please read the above information for (course) together, and indicate by your signatures on the reverse of
the (color) copy of this syllabus that you understand the purpose, format, and expectations of this course.
Please return the (color) copy to me and keep the white copy for your own reference. Please feel free to see,
call, or e-mail me with any questions or problems you might have.
Student:
I have read and I understand the course description and classroom expectations for (course name).
Student signature
Date
Student e-mail
Parent:
I have reviewed the course description and classroom expectations for (course) with my son or daughter.
Parent signature
Parent e-mail
Parent phone/s
Date