Thomas Alva Edison High School
2015-2016
Advanced Algebra, Room 321 (SHARP)
Teachers: Ms. Angela King
E-mail: angela.king@mpls.k12.mn.us
Phone: 612-300-9285
Course Description
Advanced Algebra is a year-long course that focuses on recognizing, describing, and generalizing
patterns to make predictions. You will be interpreting results, making conjectures, and using
mathematical reasoning to solve problems using knowledge and understanding of the topics
studied. We will use algebraic symbols and operations to represent and analyze mathematical
structures. Through inquiry-based learning we will be investigating patterns of graphs, tables,
equations, and contexts. You will be expected to use correct language in your communication
of mathematics throughout this course. We will focus on justifying mathematical findings using
effective reasoning both orally and in writing. Throughout the learning process you will have
time to practice reflection in mathematics. You will have the opportunity to reflect upon the
processes and evaluate the correctness as well as the significance of your mathematical findings.
Reflection will also allow you to become aware of the strengths and challenges you face as a
learner.
Course Topics
The units established in the Focused Instruction Curriculum Guide are:
•
Unit 1: Sequences and Series
•
Unit 5: Polynomials
•
Unit 2: Families of Functions
•
Unit 6: Probability
•
Unit 3: Exponential, Power and Logarithmic Functions
•
Unit 7: Connecting it All
•
Unit 4: Linear Programming
•
Unit 8: Circle Trigonometry
TOMMIE CREED
Team
I will respect myself and others by being open-minded and a good communicator.
Opportunity
I will prepare for college and the career of my choice by being a thinker and becoming more
knowledgeable.
Make a Difference
I will honor myself, my family and my school by being principled.
Make it Right
I will restore my relationships and advocate for myself. I will be caring and try to understand
others by being an inquirer.
Integrity
I will make good decisions. I will stay balanced and be reflective about my choices.
Excellence
I will do my personal best and be a positive risk-taker.
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MYP Fundamental Concepts
Throughout the year, our curriculum will support the three underlying principles of the I.B.
Middle Years Programme: inquiry, action, and reflection. We will ask questions about math and
the world around us, apply math in our community, and think deeply about what and how we
are learning.
MYP Global Contexts
You will be learning Advanced Algebra through six Global Contexts. The Global Contexts give
meaning to what is learned through the exploration of real-world problems. Through inquiry and
active learning, you will use higher-order thinking skills to deepen comprehension and reflection
to better understand yourself as a learner.
Identities and relationships: Explore identity; beliefs and values; personal, and physical, mental, social and
spiritual health. Also, look at human relationships, communities and cultures. Think about what it means to be human.
Orientation in space and time: Explore turning points in humankind from discoveries and explorations to the
relationships between individuals and civilizations. Do this through different perspectives, not just yours, but also others
in Minneapolis, the U.S, and the world.
Personal and cultural expression: Explore the different ways that we discover and express ideas and
feelings on everything from nature to culture. Think about all the different ways that we reflect on and enjoy our human
creativity, and our appreciation of “beauty.”
Scientific and technical innovation: Explore the relationship between people and the natural world and
the impact of scientific/technological advances on communities and environments. Also, think about the impact of
environments on human activity; how do we adapt?
Globalization and sustainability: Explore human-made systems and communities; and how our local
experiences at home affect the whole world. Reflect on the positive and negative effects of world “interconnectedness.”
Is it sustainable? Will it last?
Fairness and development: Explore rights and responsibilities, especially the relationship between different
communities around the world. Do we share what we have with other people? With other living things? Can we all
achieve equal opportunities and peace?
Identities and
Relationships
Who am I?
Who are we?
Orientation in
Space and Time
What is the
meaning of
“where” and
“when”?
Personal and
Cultural
Expression
Scientific and
Technical
Innovation
What is the
nature and
purpose of
creative
expression?
How do we
understand the
world in which we
live?
Globalization
and
Sustainability
How is everything
connected?
Fairness and
Development
What are the
consequences
of our
common
humanity?
Approaches to learning are a set of learning skills we will be developing in this class, as well
as in all of your classes, including communication, social, self-management, research, and
thinking skills.
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What you should bring to class
Please come EVERY DAY to class prepared by bringing your math notebook and assignment, a
pencil, and most importantly, A POSITIVE ATTITUDE. Other tools (including a calculator) will be
provided for your use.
Grading Breakdown
80%
Summative Assessments (Projects, Tests, Quizzes)
Each of the units will be broken down into learning targets. You will have several opportunities to
demonstrate your comprehension of each learning target throughout the unit. These
opportunities will include tests, quizzes, projects, class work, and additional assessments. These
assignments and assessments will be graded using the rubric shown:
Score
MCA Terms
Description
7-8
EXCEEDS
Got it and more!
Defends understanding of learning target in writing or solves an unfamiliar problem.
5-6
MEETS
Got it!
Shows understanding of learning target.
3-4
PARTIALLY MEETS
Kinda got it!
Shows mostly correct process but incorrect solution.
1-2
DOES NOT MEET
Don’t get it!
Attempts the task but does not address the learning target.
Didn’t do it!
No work shown/submitted. No attempt to meet the learning target.
0
20%
Practice: Classwork/Journals/Formative Assessments
You will receive a weekly grade for classwork/journals/bell ringers/etc. based on the previous
rubric. Some formative assessments/check-ins/quizzes may be added to this category also. In
order to be successful in this class, completing practice assignments is a necessity.
Grading Scheme
A
AB+
B
BC+
C
CD+
D
DF
above 90 %
87 – 90 %
83 – 87 %
79 – 83 %
75 – 79 %
71 – 75 %
67 – 71 %
63 – 67 %
59 – 63 %
55 – 59 %
50 – 55 %
0 – 50 %
If you do not complete assignments, it is not possible to earn an A.
If you earn mostly 6’s, showing understanding of topics you will earn a B.
If you earn a combination of 4’s and 5’s you will earn a C.
If you show only partial understanding of topics you will earn a D.
Below 50% will result in a failing grade.
Attendance and Tardy Policy
Please refer to the Thomas Edison Student Handbook.
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Classroom Engagement Plan
·
Entering the
classroom
·
·
·
·
Teacher: Ms. King, Math Teacher (SHARP) SY 15-16
Looks like:
Come in and sit in your assigned seat, get materials
out.
Working on your BELL RINGER Activity right
away
Cell phones put in bag or pocket
Food discarded/put away
If you are late, enter quietly & calmly. Place pass
on the teacher’s desk. Get materials out & join the
activity.

Individual
---------------------- Whole class
Personal needs
Exiting the
classroom
Academic
Honesty
· Listen respectfully and actively
· Ask pertinent questions
------------------------------------------------· No phones, unless teacher allows
· Be ok with struggling
· Participate without being prodded
-----------------------------------------------· Know and respect deadlines
· Respect each other, the teachers, and the space
· Advocate for help without interrupting instruction
· No food during class time; food is allowed during
breaks and advisory time
· No passes first and last ten minutes of class
· 2 bathroom passes per class a quarter
(in planner)
· Return borrowed items to appropriate places
· Clean classroom space
· Leave only when teacher excuses you
· If leaving class materials in the room, put them away.




School-Wide
Agreements
·
·
·
·
·
·
·
Instructional
time
 Group work
-----------------------
Response:



Cite ideas that are not your own
Demonstrate your own learning/ideas in your
own words
Teachers will model correct use of sources
Teachers will clarify group vs. individual
products
Seating Chart (sit in assigned seat)
No passes the first and last 10 min of class
2 bathroom passes per quarter
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·
·
·
·
·
Positive Feedback to students
following expectations
Quick/Non-verbal redirect
Conference
Re-teach with modeling
Cell phone put in cell phone
jail
Dean Referral
Positive reinforcement to
students following
expectations
Conference
Reteach with modeling
Verbal and non-verbal
redirect
Allow time to redo
Referral to Dean
· Teacher will facilitate
communication to the right
support system and provide
information necessary
· Teacher will provide follow-up
help
· Food will be taken away and
returned during break or
Advisory time or will be thrown
away.
· Positive reinforcement to those
following expectations
· Teacher will offer support
· One-on-one conference
· Call home
· Referral to the Dean
 Teacher may ask for a re-write
or to re-do assignment
 Teacher may use Dean or
parent involvement to deal with
repeated infractions.
Support
We are committed to holding each of you to the highest expectations and providing the
necessary support so that you can be successful in meeting all of the learning targets. Support
includes:
• Regular feedback on your work so that you know what you are and are not understanding
• Explaining things more than one way
• Staying after school to offer extra help
• Encouraging a growth mindset which leads to a desire to learn and a tendency to embrace
challenges and persist in the face of setbacks
Parents: You can help your students be successful in math class by:
•
Asking him/her each day to explain to you what we did in class. If he/she cannot explain
it to you, he/she might not understand it and should seek help.
•
Encouraging your student to call/get together with other students to do math
practice.
•
Reinforcing that being smart at math isn’t about being the fastest…it’s about
working hard and accepting that mistakes make us smarter!
Please email us anytime with questions or concerns. Thanks for your support!
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