Kentucky School for the Blind
SYLLABUS 2013-14
COURSE:
Algebra 2
Teacher:
Phone:
Email:
Website:
Time:
Kim Klump
502-897-1583, ext. (7306)
kim.klump@ksb.kyschools.us
www.ksb.k12.ky.us
Mon.-Thurs. 7:35am – 8:30am and Fri.7:35am – 8:20am
COURSE DESCRIPTION
Algebra 2 introduces the student to investigations and functions, quadratic functions, simplifying and solving, sequences
and equivalence, exponential functions, transformations of parent graphs, probability and statistics, and solving and
intersections. Since each topic will be continually addressed throughout the remainder of the course in class work and
homework, students will continually grow in their understanding of each topic. Students will develop the ability to
explore and solve mathematical problems, think critically, work cooperatively with others, and communicate
mathematical ideas clearly.
GOALS/OBJECTIVES
My goals as your teacher are:
- To help you learn mathematics more effectively and have fun while doing it.
- Regenerate your interest and performance in mathematics.
- Show you how to use mathematics in everyday life.
- Show you why mathematics is relevant.
- Provide you with a mathematics education that will make you competitive and successful in life and prepare you
for college.
My objectives are:
- To reinforce a productive learning environment.
- To offer support to you and your team as needed.
- To redirect and keep you and your team moving forward.
- To provide an intervention if necessary.
TEXT/MATERIALS
College Preparatory Mathematics, Algebra 2 Connections
TEACHING METHODS
Primarily students will be working in study teams of two to four students. Students will be given rich, involved problems
(usually real-life problems) that require them to use basic skills but in a more complex way. In their team environment
they must use basic skills and develop new concepts along the way to find a solution. The philosophy is that students
need to be active participants as they develop their own mathematical understanding. The study teams will create a
setting where students will discuss, share ideas, and articulate their thinking. Students will also make connections to
different ideas through their communication with students who see things differently. The study teams will have four
roles. (Therefore, if your team is two, you will each have two roles.) They are:
Resource Manager: The Resource Managers get necessary supplies and materials for the team and make sure that the
team has cleaned up its area at the end of the day. They also manage the non-material resources for the team, seeking
input from each person and then calling the teacher over to ask a team question.
Facilitators: The facilitators help their teams get started by having someone in the team read the task aloud. They make
sure each person understands the task and that the team helps everyone know how to get started. Before anyone
moves on, the facilitator asks to make sure each team member understands the team’s answer.
Recorder/Reporters: The recorder/reporters share the team’s results with the class and serve as a liaison with the
teacher when she has additional information to share with the class and calls for a “huddle” with all of the
recorder/reporters. They make sure that each team member understands what information she/he needs to record
personally.
Task Manager: The task manager keeps the team focused on the assignment of the day. He or she works to keep the
team discussing the math at hand and intervenes if anyone is talking outside of her/his team. Additionally, a Task
Manager helps the team focus on articulating the reasoning behind the math statements they make as well as the
answers that are proposed.
Although each student has a role to perform in their study team, everyone is responsible for working out the problem.
In addition to working in the study teams solving problems, students will be asked to write in a math learning log at the
end of a unit lesson. The learning logs provide students a chance to reflect on their learning from a lesson and to
describe their understanding in their own words.
COURSE POLICIES/RULES
1. Be in class at the beginning of each period. If late, you must have a note from a previous teacher or office.
2. Students will ALWAYS be respectful of the rights and opinions of others. (No vulgar or offensive language.)
3. Students will ALWAYS be respectful of the authority of the adults in the classroom.
4. It is the student’s responsibility to clean up after himself or herself. (DO NOT LEAVE YOUR BOOKS, PAPERS, OR TRASH
IN THE ROOM.)
5. All students’ will participate to the best of their abilities in each day’s lesson.
Consequences:
If any of the rules are broken the following things could occur, a verbal warning, detention with Mrs. Klump, written- up
referral to the office, sent to the office, removal from classroom (time out).
Study Team Rules
1. No talking outside your team.
2. Discuss questions and issues with your team first before the teacher.
3. Keep your conversations centered on math.
4. Help teammates by giving hints and asking good questions. (Don’t just give answers.)
5. Explain and justify your ideas: Give statements and reasons.
6. No one alone is as smart as all of us are together. Do not leave anyone behind or let anyone work ahead. Your
team is not finished until everyone is finished.
COURSE GRADING SCALE
Students will receive 2 grades in this course, a content grade and a Student Effort/Work Skills rating. 100% of the
content grade is based on the student’s performance on summative assessments. Examples of summative assessments
include but are not limited to: tests, quizzes, projects, performances, products, experiments, essays, papers.
Assignment of the semester content grade includes a minimum of 9 summative assessments. Assignment of the
quarter content grade includes a minimum of 4 summative assessments. Course Finals, including state-mandated End
of Course Exams (Biology, Algebra 2, US History, English 10), count at least 20% of the final grade. Course Mid-terms
count at least 20% of the mid-term grade.
Grades are not reflective of student behavior and effort, homework, zeroes or reduced marks for late work, extra credit
or bonus points, attendance*, academic dishonesty, or group work. The only exception may be for students
participating in the regular or CBI work programs may have their grades impacted by attendance due to the
performance-based nature of these work programs.
Students will also receive a Student Effort/Work Skills (SEWS) rating . This rating demonstrates how the student
performs in the following five areas:
 Self-Advocacy – uses assistive technology and/or other devices, establishes and monitors own goals,
communicates wants and needs
 Initiative & Problem Solving – solves problems independently, addresses challenges, initiates own learning
 Interpersonal – adapts and transitions between tasks, demonstrates appropriate boundaries with others,
displays age appropriate
 Work Habits – follows directions independently, utilizes an organization system, contributes to group work,
uses time wisely
 Quality of Work/Homework – completes quality in-class work, completes quality homework
Each of the above areas will be assigned a rating according to the following scale:
 4 – Excellent
 3 – Good
 2 – Needs Improvement
 1 – Unacceptable
A Rubric for the SEWS grade will accompany the quarterly report card. If a student is struggling with grades, informal
interventions will be developed with the classroom teacher. Students will receive an “Incomplete” before ever receiving
an “F.” If a student receives an Incomplete, a Contract for an Incomplete Grade will be developed.
The student’s content grade will be based on:



Quizzes - A quiz will be given once a week based on the work that we have done that week. Quizzes are
worth 100 points and will be performance task questions.
Tests - Tests will be given about every 2 weeks. The tests will be over the chapter that we are completing.
Tests are worth 100 points and may contain performance task questions, short answer questions, open
response questions, and multiple choice questions.
Projects – Projects will be given about every quarter. They can include a product or a paper. Projects are
worth 100 points.
KSB GRADING SCALE
A = 90-100
B = 80-89
C = 70-79
D = 60-69
I = Incomplete
F = <60
ASSESSMENTS
 Quizzes - A quiz will be given once a week based on the work that we have done that week. Quizzes are
worth 100 points and will be performance task questions.
 Tests - Tests will be given about every 2 weeks. The tests will be over the chapter that we are completing.
Tests are worth 100 points and may contain performance task questions, short answer questions, open
response questions, and multiple choice questions.
 Projects – Projects will be given about every quarter. They can include a product or a paper. Projects are
worth 100 points.
MID-TERM/FINAL SCHEDULE
There will be two mid-terms and two finals given during the course. The dates are as follows:
Fall Mid-Term Final: Given during the window of October 7 - 11, 2013
Fall Final: Given during the window of December 9 - 13, 2013
Spring Mid-Term Final: Given during the window of March 10 - 14, 2014
Spring Final: Given during the window of May 19 – 23, 2014
The purpose of the finals is to make a final review of the concepts covered and assessment of each student’s knowledge.
A final will be given at the end of each grading period. The finals are cumulative for that grading period but do not carry
over to the next grading period. (In other words, the Fall Mid-Term final covers only material in the first quarter, the Fall
Final covers material in the second quarter, the Spring Mid-term Final covers material in the third quarter, and the
Spring Final cover material in the fourth quarter.)
The format for the mid-term finals and finals are: 15–20 multiple choice questions, 1-2 open response questions, and 3–
10 performance task questions.
TECHNOLOGY USED IN CLASS
Smart Board
Talking Calculators and Graphing Calculators
CBR
Computers
CCTV
ADDITIONAL SUPPORT
Teacher Support: If a student needs additional support outside of the regular class I am available after school on
Mondays, Wednesdays, Thursdays, and Fridays. Tuesdays after school are our meeting days and I will not be available.
There are rare times that I do have meetings on the other days so if you know ahead of time that you would like to come
after school, please check with me first to see if I am available. But, remember you are always welcome to drop by.
Web-site Support: We are using the CPM (College Preparatory Mathematics) text books. CPM has a web-site that I
highly encourage you and your parents to check out. The web-site is www.cpm.org. When you are on the home page of
the website you will find three icons. They are for Students, Teachers, and Parents. Under the student icon you will find
Student Resource Pages, Extra Practice, Homework Help, and Technology Resources. (We will be reviewing these in
class.) The homework help is probably the one that you will use the most. Here are the directions to locate Homework
Help.
- First go to the website by putting in www.cpm.org in the address box.
- Click on student icon.
- Choose CPM Homework help on the right hand side. (It is written in red and the third from the top.)
- Find your book and using the drop down box chose the chapter you want.
- Find the correct lesson and click on the problem you are working on. It is a little slow bring up the problem, so
be patient. (The website will provide you with hints, answers or both.)
Under the parent icon you will find information about CPM, research and studies, CPM resources, reference
information, and CPM homework help (the homework help is the same as the student homework help.) In addition, a
complete parent guide may be downloaded free, chapter by chapter at the CPM website, www.cpm.org. I highly
encourage you to check out this web-site.
SUPPLIES NEEDED
Students will need to bring to every class: binder, paper (Braille, large print, or regular), a writing utensil (Braille writers
are in the classroom), and their book.
SCHEDULE OF INSTRUCTION
Topic
Investigation & Functions
Quadratics
Simplifying & Solving
Sequences & Equivalence
Exponential Functions
Transfor. Of Parent Graphs
Probability & Statistics
Matrices
Solving & Intersections
Weeks
August 19 – September 13
September 16 – October 18
October 21 – November 15
November 18 – December 20
January 6 – January 31
February 3 – March 7
March 10 – April 11
April 14 – May 3
May 5 – May 29
TEACHER WEBSITE
Kentucky School for the Blind
- Go down to the bottom left hand side and click on Teacher Web-page.
- Find Mrs. Klump and click on your class.
Other
Contact hours by phone: 897-1583 (ext. 7306)
Monday – Thursday: (9:30am – 11:15am) and (2:30pm – 3:30pm; except Tuesdays due to meetings)
Friday: (9:15am – 10:45am)
Contact by e-mail: kim.klump@ksb.kyschools.us