2014 - 2015 Long-Range Plans

I. Description of Students Being Taught

My 4A/8B class is an Algebra I Honors. The class consists of a total of fourteen unique freshmen
students. There are a total of 10 black females, 2 white females, and 2 white males. The ability level of
the majority of these students is average or above. No students have been identified as gifted and
talented and only one student has an IEP. From the previous school year, 31% of students finished Math
8(Pre-Algebra) with an A, 54% finished with a B, and 15% finished with a C.
My 6B and 7B classes are Algebra III /Trig CP. These classes consist of a total of 39 unique students.
Fifteen of these students are seniors and 24 are juniors. There are a total of 9 black males, 7 black
females, 13 white males, and 10 white females. Most of these students will pursue some type of
education after high school. Some, however, will enter the workforce upon graduation.
My 1A class is Algebra III / Trig Honors. This class consists of a total of 14 unique students. There are 5
white females, 3 black females, and 6 white males. All of these students successfully completed Algebra
II Honors as sophomores and are now in their junior year.
My 2A Calculus class consists of 16 senior students. There are 5 white females, 2 black females, 5 white
males, and 4 black males. All of these students have already satisfied their math requirements for
graduation and are preparing for college entrance.
II. Learning and Development Goals
A. Algebra I (Honors)
1. Experience success in mathematics
2. Improve basis skills and concepts
3. Increase understanding of how mathematics is used in daily life
4. Improve thinking and reasoning skills in order to solve problems
5. Develop an understanding of algebraic concepts
6. Work successfully in cooperative groups of varies sizes
B. Calculus (Honors)
1. Experience success in mathematics
2. Review and strengthen algebraic and numerical skills and concepts
3. Develop reasoning abilities through calculus concepts
4. Apply calculus concepts to problem solving
5. Work successfully in cooperative groups of different sizes
6. Make calculus concepts relevant to everyday life

C. Algebra III / Trig (Honors and CP)

1. Experience success in mathematics

2. Review and strengthen algebraic and numerical skills and concepts
3. Develop reasoning abilities through algebraic concepts
4. Apply algebra and trig concepts to problem solving
5. Work successfully in cooperative groups of different sizes
6. Make algebra and trig concepts relevant to everyday life
III.

Units of Instruction
A. Algebra I Honors
1. First nine weeks
a. Equations
b. Inequalities
c. Functions
2. Second nine weeks
a. Linear Functions
b. Systems of Equations and Inequalities
3. Third nine weeks
a. Exponents and Polynomials
b. Factoring Polynomials
4. Fourth nine weeks
a. Quadratic Functions and Equations
b. Matrices
B. Calculus (Honors)
Chapters to be covered in this course include:
1. Preparation for calculus
Graphs and models
Linear models and rates of change
Functions and their graphs
Fitting models to data
2. Limits and their properties
preview of calculus
Finding limits graphically and numerically
Evaluating limits analytically
Continuity and one-sided limits
Infinite limits
3. Differentiation
The derivative and tangent line problem
Basic differentiation rules and rates of change
Product and quotient rules and higher order derivatives
The chain rule
Implicit differentiation
Related rates
4. Applications of differentiation
Extrema on an interval
Rolles theorem and the mean value theorem

 Increasing and decreasing functions and the first derivative test

Concavity and the second derivative test
Limits at infinity
A summary of curve sketching
Optimization problems
Newtons method
Differentials
5. Integration
Antiderivatives and indefinite integration
Area
Riemann sums and definite integrals
Integration by substitution
Numerical integration
C. Algebra III / Trig
Chapters to be covered in this course include:
1. Functions and their graphs
Rectangular coordinates
Graphs of equations
Linear equations in two variables
Functions
Analyzing graphs of functions
Parent functions
Transformations of functions
Combinations of functions: composite functions
Inverse functions
2. Polynomial and rational functions
Quadratic functions and models
Polynomial functions of higher degree
Polynomial and synthetic division
Complex numbers
Zeros of polynomial functions
Rational functions
Nonlinear functions
3. Trigonometry
Radian and degree measure
The unit circle
Right triangle trigonometry
Trig functions of any angle
Graphs of sine and cosine functions
Graphs of other trig functions

4. Analytic trigonometry

 Using fundamental identities

Verifying trig identities
Solving trig equations
5. Additional topics in trigonometry
Law of sines
Law of cosines
IV. Instructional Material and Resources
The following materials will be needed in order to achieve the goals for the
2014-15 school year:
Calculus (H) textbook
Pencils
Algebra I (H) textbook
Algebra III / Trig textbook Notebooks
Rulers
Chalk board
Overhead Projector
Graphic calculators
Promethean Board
Basic Calculators
Rulers
graph board
All students are expected to bring the following with them each day to class:
a pencil, notebook, textbook, and calculator if required.
V. Major Assessments
In all classes, a free response/multiple choice test is given at the completion of every three/four sections
or chapter. Students will be given a multiple choice semester exam counting twenty percent of their
semester grade. The Algebra I Honors class will be given the South Carolina EOC Algebra I Exam that
will count twenty percent of the over-all class grade. Periodically, throughout each nine weeks, class
work and quizzes will be given for a grade.
VI.

Grading Procedures
Algebra 1 Honors
Homework
20% of nine weeks grade
Quizzes
20% of nine weeks grade
Class work
10% of nine weeks grade
Tests
50% of nine weeks grade
Calculus and Alg III / Trig
Homework
20% of nine weeks grade
Quizzes
20% of nine weeks grade
Tests
60% of nine weeks grade

VII.

Student Records
A. Grade Book: Homework grades are recorded on a checklist daily. All grades are recorded in
PowerSchool. Each column is appropriately labeled and dated. I keep a folder on each student
where all major tests and pertinent information are kept.

B. Other Reports: Other means of recording and reporting student grades include interim
reports, report cards, periodic student and teacher conferences, notes home, and telephone calls to
parents.
VIII.

Presentation of Rules and Procedures

On the first day of school, the class syllabus and rules are discussed with students. A copy of the
classroom rules is posted in the room. Students receive a copy of the class syllabus.
Rules:

Follow directions when they are first given.

Respect the teacher and classmates at all times.
Keep your work area clean and wait to be dismissed by the teacher.
Be ready to begin when the tardy bell rings.

Procedures:
The students should use the restroom before class or at the very beginning. They will be allowed
to go to the restroom during class, if needed, as long as they are working independently; no one
will be allowed to leave during instruction.
Quizzes and tests should be turned in to the teacher when finished. The students are expected to
stay seated after their assignment has been turned in.
As the students walk into the classroom, they should get out their homework to be checked. As I
check their work, they should be working on their bellwork.
At the end of class, students are expected to work until the bell rings; this is when they are to be
dismissed.
Pencils should be sharpened before class. If a pencil breaks during class the student should
quietly get up and sharpen their pencil, as long as it is an appropriate time to do so.
IX.

Communication with Parents

Communication between a teacher and parents is very essential. The following will be done throughout
the year to increase communication:
A.
B.
C.
E.

Each nine weeks an interim report is sent home.

Nine-week report cards
Telephone calls and emails concerning behavior and/or work are made when necessary.
Parent and teacher conferences are scheduled when necessary.

X. Evaluation of Teacher Plans and Discussions

Lessons will be adjusted and monitored to handle such things as lesson interruptions, schedule changes,
and varied rates of learning. Retests will be given and units retaught when and if necessary.