The Real Number System (N-RN)
- Extend the properties of exponents to rational exponents
- Use properties of rational and irrational numbers
- Reason quantitatively and use units to solve problems
Complex Numbers (N-CN)
- Perform arithmetic operations with complex numbers
- Represent complex numbers and their operations on the complex plane
- Use complex numbers in polynomial identities and equations
Vector and Matrix Quantities (N-VM)
- Represent and model with vector quantities
- Perform operations on vectors
- perform operations on matrices and use matrices in applications
High School Mathematics, according to California Common Core State Standards (CCSS), has two trajectories. In accordance with the intended trajectory of the CCSS, an integrated pathway exists that builds on the momentum and plan established by the K-8 grade standards.
The CCSS are broken down in to sub categories at the High School level:
- Number and Quantity
- Probability and Statistics
Most schools have retained the standard course names and divide the standards by course.
Courses by name:
- Algebra I
- Algebra II
Textbook: Glencoe 7th Grade Mathematics
Access code: F02009A10C
A collection of tasks that correspond with the Common Core State Standards areas.
Mathematics Assessment Project
The Mathematics Assessment Program (MAP) aims to bring to life the Common Core State Standards (CCSSM) in a way that will help teachers and their students turn their aspirations for achieving them into classroom realities. MAP is a collaboration between the University of California, Berkeley and the Shell Center team at the University of Nottingham, with support from the Bill & Melinda Gates Foundation. The team works with the Silicon Valley Mathematics Initiative and school systems across the US and UK to develop improved assessment. (Mathematics Assessment Project.” MAP: An Overview for Teachers. N.p., n.d. Web. 10 Feb. 2014.)
Strategic Education Research Partnership
Sonoma County Office of Education
Collection of Mathematics Assessment Resource Service (MARS) Tasks grouped by grade level.
Source for free books, textbooks, and other educational media.
Some interesting ideas on alternative classroom styles or learning styles
Mr. Jackson’s Website
Ms. Balli’s Website
Math Resource Sites
Make The Way
3D Printing in the Classroom
Students are required to follow all of the rules and guidelines defined by the school, such as:
- Students must treat each other and their teachers with mutual respect – including taking turns when speaking and listening when others are talking.
- Hazing, teasing, name-calling, sexism, or racism is not allowed.
- Vandalism, profanity, and violence is not tolerated.
- Gum is not allowed.
- With the class structured around collaboration and group work, communication and participation are key to success.
- Students will develop and use high level communication to discuss and learn mathematics.
- Learning cannot take place without daily participation.
Students will work with their peers in class as they explore new concepts and develop new skills. They will rely on their peers just as their peers will rely on them, so not participating hurts everyone.
A math binder and a pencil will be REQUIRED every day
There is a standard set of classroom textbooks that are available to students (and parents!) that can be used as reinforcement to the learning taking place in the classroom, however, the content of this class will be compiled from a wide range of sources. I believe this gives a student more diversity in their learning by not locking them into a single source.
This course will include the following content. Italicized Items are content that is being migrated to another course when Common Core State Standards takes affect in 2015.
- Algebraic Reasoning
- Order Operations
- Properties of Numbers
- Variables and Algebraic Expressions
- Translating Words into Math
- Simplifying Algebraic Expressions
- Integers and Rational Numbers
- Adding Integers
- Subtracting Integers
- Multiplying and Dividing Integers
- Solving Equations Containing Integers
- Equivalent Fractions and Decimals
- Comparing and Ordering Rational Numbers
- Applying Rational Numbers
- Adding and Subtracting Decimals
- Multiplying Decimals
- Dividing Decimals
- Solving Equations Containing Decimals
- Adding and Subtracting Fractions
- Multiplying Fractions and Mixed Numbers
- Dividing Fractions and Mixed Numbers
- Solving Equations Containing Fractions
- Exponents and Square Roots
- Powers and Exponents
- Square Roots
- Proportional Relationships
- Identifying and Writing Proportions
- Solving Proportions
- Similar Figures and Proportions
- Using Similar Figures
- Scale Drawing and Scale Models
- The Coordinate Plane
- Interpreting Graphs
- Slope and Rates of Change
- Direct Variations
- Linear and Non-Linear Functions
- Slope-Intercept Form
- Scatter Plots
- Graphing Quadratics
- Graphing Cubics
- Fractions, Decimals, and Percents
- Estimating Percents
- Using Properties with Rational Numbers
- Percent of Change
- Application of Percents
- Simple Interest
- Collecting, Displaying, and Analyzing Data
- Mean, Median, Mode, and Range
- Box-and-Whisker Plot
- Populations and Samples
- Geometric Figures
- Building Blocks of Geometry
- Classifying Angles
- Line and Angle Relationships
- Angles in Polygons
- Congruent Figures
- Pythagorean Theorem
- Using Pythagorean Theorem
- Finding Distance between two points on Coordinate System
- Measurement and Geometry
- Perimeter and Circumference
- Area of Circles
- Area if Irregular Figures
- Introduction to Three-Dimensional Figures
- Volume of Prisms and Cylinders
- Surface Area of Prisms and Cylinders
- Experimental Probability
- Sample Spaces
- Theoretical Probability
- Making Predictions
- Probability of Independent and Dependent Events
- Probability of Compound Events
- Multi-Step Equations and Inequalities
- Solving Two-Step Equations
- Solving Multi-Step Equations
- Solving Equations with Variables on Both sides
- Solving Inequalities by Adding or Subtracting
- Solving Inequalities by Multiplying or Dividing
- Solving Multi-Step Inequalities
|90% – 100%
||A (96-100), A- (90-95)
||Consistently superior quality. Work completed exceeds expectations. Active interest and engagement in class discussion with insightful and respectful input.
|80% – 89%
||B+ (87-89), B (84-86),
|Above average work. Completion of assignments as outlined. Quality participation in class.
|68% – 79%
||C+ (77-79), C (74-76),
|Completion of the assignments within minimum
expectations. Some marked participation in class. Poor Attendance
|51% – 67%
||D+ (61-67), D (51-60)
||Not all assignments completed properly. No effort. Poor Attendance. Lack of participation.
|50% – 0%
||Failure of all of the above and / or excessive absences.
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